Studies on the history of teaching and learning mathematics did not begin in recent times; rather, there were already a number of books and various types of papers published during the 19th century. The work of IMUK since 1908, the forerunner of ICMI, meant a considerable impact for historical investigations. After World War II, pertinent studies were undertaken in ever more countries. Yet, practically all the studies were undertaken within the history of some nation or some culture. They were thus bound to the respective traditions, methodologies and approaches of national educational history.

Meanwhile, the focus has changed to address comparative and international issues in this area of research. At stake is since then to unravel what are general features in the national/cultural developments and what are specific issues and what is the significance of such particular patterns. As particularly revealing have proved three issues of comparative international research:

– the processes leading to the decisive change of mathematics from a marginal
teaching subject to a major discipline, first in secondary schooling;

– and, related to these developments, the emergence of Mathematics for All as a program and as a major shift in socio-politics of education;

– the role of mathematics in the modernization of various states, in particular
during the 19th century, and thus showing the social relevance of mathematics.
The lecture presents methodological reflections, illustrative historical examples and research perspectives.