Toward an international mathematics curriculum

Abstract

This chapter revisits the notion of an international curriculum, analyzing the various forces that might push countries toward one and reasons why countries should develop their own distinct curricula. We first describe the term curriculum to set the stage for our later discussion. We then discuss, in turn, common influences for curriculum change, common learning goals, common driving forces of public examinations, common emphases and treatments, and common issues for future curriculum development. Although the tendency for countries to include a more-and-more internationally-accepted core selection of topics in their national curricula is to a great extent both to be welcomed and expected, this move has had a potential negative effect on curriculum development. Significant work also remains to be done to explore the way in which new technology (especially digital technology) could affect both the mathematics included in the curriculum and how it could more effectively contribute to the teaching and learning of mathematics in general.