Introduction

Most of the studies presented in this book describe past experiences of curriculum reforms. What is then the specificity of theme A chapters? What kind of particular approach to past reforms do they propose? Two aspects can be distinguished. In what corresponds to the object of study considered, either they refer to reforms with a particular role or transcendence in the evolution of mathematics education across the world, or they approach more local reforms over a sustained period. In what concerns the types of questions addressed, these sometimes ‘large’ empirical objects are approached to identify some driving forces that explain the conditions and outcomes of the reforms’ implementation, and also some barriers that seem to have constrained their development. Theme A uses the past as a learning strategy and as an experience from which one can draw some lessons.