On April 12, 2000 the NCTM released Principles and Standards for School Mathematics (

The 258 page (original) NCTM Standards, from the National Council of Teachers of Mathematics, have achieved the status of defacto national math standards, heavily influencing the development K-12 math standards at the state level. In this three-part analysis these "math standards" are first analyzed as "standards", then for their characterization of "math" content for the K-12 years, and finally from the perspective of NCTM's philosophy for "learning math".

- Chapter 1 outlines the traditional knowledge-transmission philosophy of K-12 math education. This is background information to orient the reader before encountering the sharply contrasting "progressive" philosophy of the NCTM.
- Chapter 2 begins with a checklist for evaluating the quality of a proposed set of math standards. Then the NCTM Standards are evaluated as "math standards". This chapter concludes by listing the benefits of genuine K-12 math standards, with a separate listing for the added benefits of national math standards.
- Chapters 3 uses quotes from the NCTM Standards to analyze "what" content the NCTM says should be learned under the heading "math" during the K-12 years.
- Chapters 4 uses quotes from the NCTM Standards to analyze the NCTM's philosophy of "why" and "how" kids should learn what the NCTM calls "math".