Abstract
The Curriculum and Evaluation Standards for School Mathematics “expresses the consensus of professionals in the mathematical sciences for the direction of school mathematics in the next decade” (NCTM 1989, vi). It represents a response to the call for reform in the teaching and learning of mathematics. As one familiar with the preparation of elementary school teachers examines the Curriculum and Evaluation Standards, a sense of doom pervades the otherwise enthusiastic attitude toward the reform represented by the document. Many practicing and prospective teachers are not adequately prepared to meet the challenge of implementing the curriculum standards.
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