Abstract
As part of efforts to revise the Framework Educational Program for Basic Education, there was also a discussion about whether the contents (goals, curriculum) of subjects should be divided into "core" and "enriched level" in the framework curriculum document. This proposal greatly polarized the professional public, which is why it ultimately did not make it into the guidelines for the National Pedagogical Institute.
The discussion of the proposal showed that with the differentiation of educational content, different people associate different expectations, hopes and fears. This lecture therefore recalls some domestic historical experiences, but above all we illustrates current international approaches striving for greater differentiation or flexibility of the mathematics curriculum with an emphasis on the lower secondary level.