**Reform mathematics** is an approach to mathematics education, particularly in North America. It is based on principles explained in 1989 by the National Council of Teachers of Mathematics (NCTM). The NCTM document, Curriculum and Evaluation Standards for School Mathematics, attempted to set forth a vision for K-12 (ages 5-18) mathematics education in the United States and Canada. Their recommendations were adopted by many education agencies, from local to federal levels through the 1990s. In 2000, NCTM revised its standards with the publication of Principles and Standards for School Mathematics (PSSM). Like the first publication, these updated standards have continued to serve as the basis for many states' mathematics standards, and for many federally funded textbook projects. The first standards gave a strong call for a de-emphasis on manual arithmetic in favor of students' discovering their own knowledge and conceptual thinking. The PSSM has taken a more balanced view, but still emphasizes conceptual thinking and problem solving.

Mathematics instruction in this style has been called *standards-based mathematics* or *reform mathematics*.

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**Reform Mathematics**- See Also

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“It is a monstrous thing to force a child to learn Latin or Greek or *mathematics* on the ground that they are an indispensable gymnastic for the mental powers. It would be monstrous even if it were true.”

—George Bernard Shaw (1856–1950)

“You have to make more noise than anybody else, you have to make yourself more obtrusive than anybody else, you have to fill all the papers more than anybody else, in fact you have to be there all the time and see that they do not snow you under, if you are really going to get your *reform* realized.”

—Emmeline Pankhurst (1858–1928)