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Our world is rapidly changing as a result of informatization, automation, digitization, and globalization. Mathematics education should strive for excellence in order to educate pupils for a digital and changing world. Moore's Law asserts that the number of devices in a computer chip doubles every two years, resulting in cheaper and more powerful computers. Microchip density, like processor speed, memory capacity, fuel efficiency, and bandwidth, grows at an exponential rate. As a result, literacy will become increasingly important. Such shifts need a shift away from skills that compete with computer capabilities and toward forward-thinking skills that complement them.
The 21st century abilities must be accepted as immediate future mathematics schooling objectives, with special focus paid to mathematics-specific types of reasoning and interaction. Also one of the purposes of mathematics education is to prepare students for math in the profession. The utilization of projects that reflect serious issues, mathematics that is emphasized as practical, and balancing conventional and no canonical representations of mathematics are all issues at play here. One of the goals of mathematics education is to educate students for careers in which they will need to use arithmetic. Understanding the mathematics underpinning the mathematical work that computers takeover is a key component of complementing computer work abilities. Choosing for 21st century abilities and high-level conceptual comprehension necessitates a large investment in teacher professionalization, curriculum development, and test development. General education must lay the groundwork for a wide range of levels and occupations. We believe that the emphasis should be on foundational education. Although there is a lot of overlap between work and everyday life preparedness, the latter should be given special emphasis. Self-reliance and consciousness in working with mathematics in everyday life, as well as active citizenship, are essential aims. Furthermore, all of the focus on mathematics with practical applications outside of school should not overshadow the necessity of pre-university training or the worth of mathematics as an element of our cultural heritage.