The Soviet Union collapsed in 1991, and Russia, the largest of the countries formed in its place, has gone through notable changes in the period since then. This paper is devoted to the study of how (and whether) the mathematics curriculum has changed. At one time, before the revolution of 1917, Russian mathematics education was closely connected with Western European mathematics education (above all, German and French). Subsequently, their paths diverged, and later, Russian mathematics education became very highly regarded around the world. What, then, has happened over the last three decades? To what extent does the Russian curriculum today differ from the old Soviet curriculum and from contemporary curricula in other countries? The answers to these questions are of interest to an international audience already because they help in understanding the processes and distinctive characteristics of the development of mathematics education, including differences that might be concealed even behind identical terms. Based on a detailed analysis of Russian standards and textbooks, conclusions are drawn about the processes in the transformation of the curriculum that have occurred over thirty years, including the conclusion that the period of transition that began in the late 1980s is still not over. The Russian curriculum, of course, is not exactly the same as the curriculum of Soviet times, but the differences between them are by no means revolutionary. The paths of the development of mathematics education in Russia and in Western Europe and the United States, having at some point diverged, have still not come back together.

苏联于1991年瓦解，自那时起，俄罗斯是这个国家中规模最大的国家，经历了显着的变化。本文致力于研究数学课程如何（以及是否）发生了变化。一次，在1917年革命之前，俄罗斯的数学教育与西欧的数学教育（尤其是德语和法语）紧密相连。随后，他们的道路出现了分歧，后来，俄罗斯的数学教育在世界范围内受到高度重视。然后怎样呢，在过去的三十年中发生了什么？今天的俄罗斯课程与旧的苏联课程以及其他国家的当代课程在多大程度上有所不同？这些问题的答案已经引起了国际读者的关注，因为它们有助于理解数学教育发展的过程和独特特征，包括即使在相同条件下也可能隐藏的差异。在对俄罗斯标准和教科书进行详细分析的基础上，得出了关于三十多年来课程改革过程的结论，其中包括从1980年代后期开始的过渡时期尚未结束的结论。当然，俄语课程与苏联时期的课程并不完全相同，但是它们之间的差异绝不是革命性的。在某些时候出现分歧的俄罗斯，西欧和美国，数学教育的发展道路仍然没有走到一起。