This concise article will be useful for public engagement with key stakeholders when explaining (or defending) the need for progressive mathematics curriculum. It discusses the implication of the mandate put forth by the National Council of Teachers of Mathematics (NCTM) and their Commission on Standards for School Mathematics to make students mathematically literate.
"The current rhetoric about the need to reform the teaching and learning of mathematics is based on NCTM’s vision of what it means to be mathematically literate. This notion implies that students not only must learn the concepts and procedures of mathematics, they must learn to use such ideas to solve non-routine problems. The implications of this vision on schooling practices involve shifting from routine to non-routine instruction and using assessments aligned with the mathematical literacy."