Introduction

Abstract

Globalisation and internationalisation in the twenty-first century are products of a rapidly changing world characterised by the widespread use of data analytics, rapid refinements in artificial intelligence and its applications, near universal access to high-speed Internet and supporting Cloud storages. These changes, sometimes referred to as a fourth industrial revolution, have a direct impact on mathematics curriculum reforms. They help to redefine what is meant by mathematical literacy, they offer new means of supporting international efforts at mathematics curriculum reform, they provide platforms for expanded use of international tests and assessments, they challenge the way existing subjects are taught; and they enhance the role of computational thinking in the school mathematics curriculum. These changes do not necessarily foreshadow the emergence of a standardised international curriculum since reforms inevitably occur in local or national contexts with their own rich traditions, history, and constraints. But national isolation is no longer desirable or feasible.