The impending changes in mathematics education are not based on any change in the mathematics that has been developed over thousands of years. Rather, they are based on a cluster of notions from teaching philosophy and a desire to implement them all at once. The driving force behind these changes is dissatisfaction with the continued declines in the achievement of American students, coupled with the idea that a set of goals should be developed that all students can attain. The position taken is that poor math achievement is the result of the traditional curriculum and the way it has been implemented by teachers. The fact that math education in countries with high levels of achievement does not look like these new programs, but rather like intensified versions of our own traditional programs, is never addressed.