Rafiepour, AbolfazlFarsani, Danyal2021-12-102021-12-102021Mathematics Teaching Research Journal, Vol. 13, N° 2 (2021) p. 70-84.2573-4377http://hdl.handle.net/20.500.12254/2089In this paper, six mathematics curriculum changes in Iran are reviewed, spanning from 1900 to 2021. Change of forces, barriers, and the main features of each reform are represented. Specifically, the first five curriculum changes are described briefly and the sixth and most recent one is elaborated upon, with more detail as contemporary school mathematics curriculum change. This recent curriculum reform will be then analyzed using an application and modeling approach, followed by reflections from five teachers of mathematics’ voices about how they implemented recent curriculum reform after passing modelling course in their master’s program. These teachers shared their professional beliefs about the role of the modelling course in shaping their classroom practices. We believe that the practical aspects of this paper can have enormous implications for other mathematics teachers in developing countries.enAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)Mathematics curriculumCurriculum developmentMathematics instructionArtículohttps://orcid.org/ 0000-0002-9412-3161