The educating of mathematics differed from condition expressing, some knowledgeable in academic institutions while others knowledgeable at home. The choice of topics relied on the class, with the higher sessions being tutored little in the way of mathematics. Pythagoras set up a university and because of his findings and musings of the vibrations of post, music came under the outdoor umbrella of maths! Plato considered that the study of mathematics was the basis from which a student could then transfer to philosophical thinking as it designed the necessary thinking and deductive abilities required.
Even previously were the Sumerians and Babylonians. Although little is known of their educating, what is known is that they had a very designed system of numbers, based on the variety 60. It is thanks to them that we have 60 a few moments in a minute and 360 levels in a group. To pass on and create such things as platforms to make simpler multiplication, they must have had a 'curriculum' that involved a significant factor of mathematics and geometry. Babylonian mathematics is considered to have affected some of the Historical specialised mathematicians.
During the standard, knowledge was still mostly not available to everyone and mathematics maintained to be seen as a professional topic, appropriate to deals such as masons and suppliers. Perhaps this was the time that we missing the viewpoint of Plato? During the rebirth period in Western countries, mathematics became even less commonly trained as it was not an 'arty' topic and more related to trading and commercial activities. The revival came in the Seventeenth millennium, developed by several top colleges, such as Oxford and Arlington, who set up their seats of mathematics. Teaching of the topic at a lower level than at university was still pretty much unprecedented.