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In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

The article discusses a presentation related to the role of mathematics in teaching and research of disciplines such as social sciences, presented by the author at the Academy of Science of South Africa's workshop held in September 2016. Topics include association between pedagogical training and teachers having knowledge of mathematics, need to succeeded in second-year level pure mathematics by secondary mathematics teacher and improvements in learning with mathematical knowledge.

Through an analysis of the Ontario secondary school mathematics curriculum and the core mathematics program at Brock University, Windsor, Ontario, Canada, the authors provide a detailed description of what constitutes a student's intelligent partnership with technology when learning or doing mathematics. While the Ontario curriculum provides many opportunities for students to develop such a partnership, there is little evidence that students are instructed in that way or that teachers are made aware of all the complexities of such a partnership. On the other hand, the core mathematics program at Brock University is specifically designed to engage undergraduate students, many of who are future teachers of mathematics, in an intelligent partnership with technology starting from the first-year transition course. This evolution culminates in an independent project that requires the design and implementation of a computer environment to study a mathematical concept or conjecture, or the exploration of an application. Such an approach may be a good model for learning and doing mathematics even in secondary school, as the new generations of students are increasingly digitally literate and drawn toward technology. [ABSTRACT FROM AUTHOR]