Abstract: The conventional wisdom has it that Mathematics is a universal subject that transcends boundaries. This implies that the subject matter of mathematics does not vary much across nations. At the school level today, there are discrepancies as shown by the recent research, not only in terms of content but also pedagogy. This paper gathers examples of such studies to illustrate the variation and hopes to interest the readers in the thinking about such cross-national difference and their implications for the mathematics education and mathematics education and mathematics educators.