The rationale of this ST is that political, social, economic, and ideological constraints co-determine the conditions of mathematics education practices and research in various countries in different ways. It may concern access to mathematics education as determined by system structures; institutional and financial problems; various patterns of curriculum design and the quality of the curricula provided by various institutions; segregation or integration of learners; the conditions and status of teachers; and changes in the functions, values and societal perceptions of mathematics.

The task of this ST is to survey and analyze how the roles of mathematics and mathematics education have changed in various countries, and how the application of mathematics have influenced political decision-making processes and outcomes concerning social problems in general, and education problems in particular. The task is further to consider the ways in which ICT has changed the perception and use of mathematics, and affected its role and importance within the education systems in different parts of the world. Finally, it is also part of the task of this ST to consider possible scenarios for future developments in relation to the issues raised above.