Mathematics Curricula in the Digital Era: Policy and Implementation

Abstract

The digitization of society impacts not only professional and private life, but also education. For the case of mathematics education, the question is how curricula may benefit from digital technology, and how digitization affects curriculum policies. To address these questions, we distinguish the intended, the implemented, and the attained curriculum. For the intended curriculum, we claim that digital technology continues to challenge traditional curriculum content, and we make a plea for more attention to data science, computational thinking, modeling, and simulation. Concerning the implemented curriculum, we highlight the need for teacher professional development and collaboration in designing and implementing digital curriculum resources. To assess the attained curriculum, we describe how technological constraints still may hinder the digital assessment of skills beyond the basic ones, and discuss what technological features platforms for digital assessment of mathematics learning need.