| Summary: | Mathematics education in Iceland was behind that of its neighbouring countries up to the 1960s, when radical ideas of implementing logic and set theory into school mathematics reached Iceland, mainly from Denmark. Introduction of ‘modern’ mathematics in Icelandic schools is compared to its parallels in Denmark, Norway and England. Similarities are found in expectations of social and economic progress, promoted by the OECD, expectations of increased clarity and improved understanding of mathematics, a clash between different cultures of teacher education and egalitarian trends in providing ‘education for all,’ with the implication ‘mathematics for all’. The differences lie mainly in different societal structure, characterized by Iceland’s recent independence from Denmark, its sparse population and underdeveloped decision-making structure. Peer reviewed
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