The Tunisian Mathematical Society (Société Mathématique de Tunisie–SMT), serves as the IMU Adhering Organization and the national Committee for Mathematics. Since November 2024, the ICMI Country Representative for Tunisia has been the President of the Association of African Mathematics Didacticians (Association de Didacticiens des Mathématiques Africains – ADiMA), reflecting Tunisia’s growing engagement in international networks dedicated to mathematics education.
Tunisia boasts a dynamic landscape of associations dedicated to mathematics education.
• Tunisian Association for Mathematics Education (Association Tunisienne de Didactique des Mathématiques – ATDM), established in 2007, brings together a community of researchers, teachers, practitioners, and students in a forum for reflection and discussion on key issues in mathematics education at all levels of primary, secondary, and higher education. ATDM actively disseminates scholarly research in mathematics education, fosters community debate and keeps its members informed about new international trends.
• Association of African Mathematics Didacticians (ADiMA). Tunisia is an active member of ADiMA, a regional network focusing on mathematics education within Western and North Africa. Affiliated with ICMI since 2019, ADiMA plays a central role in advancing mathematics education across Africa. It strengthens educational systems, enhances the visibility of African research worldwide, and integrates the objectives of CANP1 (Capacity and Networking Project), thereby expanding activities in Francophone Africa and coordinating scientific initiatives.
The organization of the Francophone Mathematical Space (Espace Mathématique Francophone – EMF) conference in Tunisia in 2003 was a major milestone for the development of the Tunisian mathematics education community. This event initiated regular participation of Tunisian scholars in the triennial EMF symposia and led to increased involvement in scientific committees, working groups, and even leadership roles within the organization.
Since the late 1990s, Tunisia has built a solid institutional foundation for mathematics education research, led by the Higher Institute of Education and Continuous Training (Institut Supérieur de l’Education et de la Formation Continue – ISEFC). Authorized in 1998 to offer a DEA (Postgraduate Diploma) in mathematics education, the institute marked an important step in the academic recognition of the field. In 2006, this program was restructured into a Master’s degree, and in 2010 it expanded to include a Research Master’s in Science Education and Pedagogy. Over time, ISEFC has developed programs that integrate disciplinary knowledge, educational sciences, pedagogy (including digital pedagogy), and research methodology. Through these initiatives, the institute has played a central role in structuring, developing, and institutionalizing mathematics education research in Tunisia.
Two key journals support the dissemination of research in mathematics education in and beyond Tunisia:
• Mediterranean Journal of Mathematics, Science, and Technology Education (MJMST). Launched by the ATDM association in 2023, the MJMST aims to contribute to multi-level cooperation efforts in the Mediterranean region. It focuses on research and innovation in mathematics, science, and technology education, with particular attention to early-career researchers.
• International Scientific Journal of the African Mathematics Education Association (RISADIMA). Established in 2024, the creation of RISADIMA stemmed from the conferences organized by ADiMA. Its creation was initially part of the activities developed under CANP1 project of the ICMI.
Mathematics teacher education in Tunisia is primarily governed by the aforementioned ISEFC and other Higher Institutes of Education and Training (ISEFs). Initial teacher training for basic and secondary education generally follows a three-year Bachelor’s degree in Mathematics, which includes specialized disciplinary content, pedagogical coursework, and practical teaching internships.
The Tunisian education system is structured into two main cycles—basic education and secondary education—each governed by national syllabi and standardized pathways defined by the Orientation Law of 2002.
• Basic education is a nine-year compulsory cycle with clearly defined progression standards across primary and middle school.
• Secondary education is organized into three levels and follows nationally regulated streams and sections such as literature, mathematics, sciences, technical sciences and computer sciences.
Student orientation at key transition points, assessment procedures, and specialization structures are determined by national standards, ensuring coherence between school curricula, assessment practices, and pathways to higher education or vocational training.
Here you can find the Structure and organization of the Tunisian education system.