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.
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum
