As usually in the world of mathematics education, that in a certain period of time has always done the mathematics curriculum changes. Changes in the mathematics curriculum is always an impact on changing attitudes of mathematics
teachers. Curriculum change is expected to lead to better learning changes. However, not all teachers are always ready to face changes in the school curriculum. Changes in attitudes of teachers in adapting curriculum change can be a challenge that always need to be addressed. These challenges can be seen from internal factors and external factors of the teachers. In this case, the internal factor is composed of two things, namely teachers as adult and developmental aspects. Teachers as adult humans have certain
characteristics in the face of change. In term of development aspect, at a certain level of development, a teacher would be difficult to make changes. At this level the teacher will be faced with a challenge to put yourself at a higher level of development, so as to accept the changes in the process of mathematics teaching. In term of external factors, the main challenge teachers in implementing curriculum change is the provision of learning facilities. Learning facilities may be available materials in the classroom and teacher-designed learning programs.
Curriculum implementation requires learning facilities. In the field of mathematics, learning facilities are expected to support the implementation of student learning
activities focusing on collaborative learning, problem based learning, discovery learning, and practice developing thinking skills. Keywords: changes in the math curriculum, teacher development level, learning mathematics
