Abstract
This chapter examines the change from education for developing high-level manpower, to universal primary education; what have been the implications for mathematics education; and what international co-operation in mathematics education has achieved. Decolonization changed the lives of most of the world’s inhabitants, allowing them to demand education. The comparative small percentage of students studying school mathematics, changed to the majority of school-aged children being in school. The mathematics programmes were no longer adequate and needed to be improved. The work in mathematics education of UNESCO, ICMI and its affiliates, and other mathematics education groups and institutions is examined. Their role in international co-operation is examined, giving an example of the interactions of this co-operation in one country in Africa. Finally an opinion is given of the likely future of world wide cooperation in mathematics education.
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