The remaining standards address content and start with a statement about what the curriculum at that level should include, followed by a description of student activities associated with the mathematical content and a discussion of instructional examples. There are many other sections to this document, including a section on the need and motivation for change, a section on program evaluation, and a section on next steps. Despite the title of this article, there is no way to adequately begin a general discussion or suitably summarize any of the Standards documents within the confines of a short article. The issues are complex and systemic. Indeed, if this present commentary has a message, it is a plea for you to get your hands on a copy of the Standards and read them thoroughly in order for you to make your own informed conclusions.
Any fruitful discussion needs to be grounded in fact and a full knowledge of the situation.
The Standards documents imply, rightly so, that systemic reform involves a long process. Indeed, the decade referred to earlier in this article is nearly up. Moreover, vocal opposition has been raised with regard to some aspects of the Standards. It was felt that the central message was right, but some revision was needed. My second plea is for those interested, either pro or con, to provide constructive, respectful, informed, and reasoned input.