Hoping to see a clear statement in favour of mastering the basics and building self-confidence through advanced skills, they once again came across documents asking teachers to “make mathematics interesting, fun and attractive for children”. “The idea that modern math teachers, using traditional methods, emphasizelearning color’ and teach childrento follow procedures without understanding why’ is completely false. I would say that parents have the right to see their children learn mathematics in primary school and at a high level, and I don’t think the new curriculum does that for reasons outlined in the blog post. Aren’t there too many questions to ask if students in Ontario Mathematics Curriculum is necessary. The main question posed by the new reform of the Ontario Mathematics Curriculum is whether it improves students’ stagnant test scores. The parental guide to the new math curriculum, published with the policy document, weakens the commitment to “getting back to basics” and tends to lean in a different direction. This seems to indicate a gap between PISA and reality, between scientists and citizens, which should be taken seriously, but it is not. Citizens can learn the mathematics needed in everyday life and learn mathematics as a subject, while parents expect both. I dare say that every parent in Ontario knew they had serious problems with their previous math program, especially until 2015. On June 24, 2020, Education Minister Stephen Lecce introduced a new mathematics curriculum for primary school students, which focuses on developing basic concepts and skills. In fact, the old Ontario Mathematics Program required students to attend courses for 7×7 years. Ironically, all this seems far from the intended goal of the reform: to raise the standards of mathematics in the provinces and to improve the performance of students in provincial, national and international assessments. Although the Dag Ford Board was elected in June 2018 with the promise of a “return to basic principles” in education, the new mathematics programme is far from that promise. Improvements in the mathematics programme for 2020 are, at best, incremental and probably not enough to bring about substantial change. Scientists who write our mathematics curriculum must increase their scholarships.