The Soviet Union collapsed in 1991, and Russia, the largest of the countries formed in its place, has gone through notable changes in the period since then. This paper is devoted to the study of how (and whether) the mathematics curriculum has changed. At one time, before the revolution of 1917, Russian mathematics education was closely connected with Western European mathematics education (above all, German and French). Subsequently, their paths diverged, and later, Russian mathematics education became very highly regarded around the world. What, then, has happened over the last three decades? To what extent does the Russian curriculum today differ from the old Soviet curriculum and from contemporary curricula in other countries? The answers to these questions are of interest to an international audience already because they help in understanding the processes and distinctive characteristics of the development of mathematics education, including differences that might be concealed even behind identical terms. Based on a detailed analysis of Russian standards and textbooks, conclusions are drawn about the processes in the transformation of the curriculum that have occurred over thirty years, including the conclusion that the period of transition that began in the late 1980s is still not over. The Russian curriculum, of course, is not exactly the same as the curriculum of Soviet times, but the differences between them are by no means revolutionary. The paths of the development of mathematics education in Russia and in Western Europe and the United States, having at some point diverged, have still not come back together.