A first major defect lies in its insistence that (real world) problem solv- ing must be the focus of school mathematics ([N1], ) and the particular way this decision is implemented. A second major defect is that the floor of mathematics education has been set far too low (cf. [N1], ). The ceiling, which is described as “the NCTM Standards for College-Intending Students”, is consequently also dragged down. A third major defect is [N1]’s failure to confront the pressing issue of how one single mandated curriculum can be used for all students, no matter their mathematical capabilities. All these defects are inter-related
