The most obvious reason why school mathematics education should matter to university professors is that a continuing influx of mathematically in- competent students would decimate the university mathematics curriculum. One can look no further than the United Kingdom to have one’s worst fears confirmed. If the report [TM] released by the Council of the London Math- ematical Society in October, 1995, is to be trusted, then the UK is some five years ahead of us in a mathematics education reform remarkably similar to our own in its rhetoric. .
