Abstract
The reform of mathematics teaching in France in the 1960s and 1970s was one of several reforms which affected the disciplines of primary and secondary education at the time, while the school system structures were also profoundly modified. It was, however, in its course, scope, successes, and difficulties, a reform different from the others, which was emblematic of the period. Considering the reform of modern mathematics within the global dynamics of redefinition of the curricula, I will place it at the crossroads of different ambitions and requirements of modernity to better grasp its characteristics and aims. Firstly, I will deal with the new aims assigned to the French education system after World War II within the framework of a project of cultural, social, and economic modernity of the country. Then, I will examine the reform movement of the teaching of mathematics in relation to that of français and then to that of science. Finally, I will focus on a particular moment of the reform of mathematics itself and will return to its ambition of modernity and its contradictions in the socio-economic context of France.
Published Version
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