Abstract: The “standards-based reform movement” now underway in many countries, states, and schools is the outcome in response to the calls for change. To understand the movement involves clarifying four aspects of the changes being proposed. First, the shift in epistemology about the learning mathematics must be understood. Second, the systemic notions about schooling that follow from that shift need to be considered. Third, appropriate evidence related to the notions of schooling practices should be documented. And finally if the changes in instruction on student learning is to be determined, new means of assessment need to be developed.