There needs to be ongoing and dispassionate discussion on the level of proof and rigor expected in the school curriculum. There is consensus that the Standards do not deal adequately with this matter. Clearer articulation of what is meant by mathematical thinking, including issues related to problem solving and problem formulation. Although I am generally pleased by the major direction of the Standards, it is undeniable that the Standard documents are peppered with statements which are mathematical questionable. There are times when you have to tell the class something.
Some questions really do have only yes, no or a number as responses.
Much that is essentially good, even fundamental, is being tarred with the brush of the bad. As long as there is no discussion between what should really be thrown out and what needs to be taught differently, important school mathematics will be in danger of disappearing from school curricula. Many mathematicians and parents, even teachers are convinced that this has already happened. I am not so sure, but I am worried. The Standards call for simultaneous change of both the curriculum and assessment is unwise.