ABSTRACT
The Curriculum and Evaluation Standards of the National Council of Teachers of Mathematics (NCTM, 1989) and other sources (e.g., Goldin, 1990) paint a very broad picture of desired mathematical and statistical skills of students, leaving wide latitude to educators in translating general visions into practice. This situation can foster innovation and creativity, yet could also lead to misdirected efforts and lost opportunities for students and for society at large.
