The American Curriculum Standard 2000 is not a completely innovative work, because the American National Committee of Mathematics Teachers promulgated its first curriculum standard-School Mathematics Curriculum and Evaluation Standard (hereinafter referred to as Curriculum Standard 1989) ten years ago. In addition, in addition to this standard, the National Committee of Mathematics Teachers in the United States also published its two companion articles in 199 1 and 1995 respectively: the professional standard of mathematics teaching and the evaluation standard of mathematics in schools. These two standards form the direct basis for formulating this new curriculum standard, or the new curriculum standard represents the new curriculum standard.

The reason why the National Committee of American Mathematics Teachers always insists on the formulation and revision of curriculum standards is mainly to "ensure quality, point out goals and promote change". Moreover, from the practice in recent ten years, although there are many different comments or opinions on the curriculum standard 1989, some people even put forward very sharp criticisms (see another article in the book Modern Development of Mathematics Education, American Mathematics Education at the Turn of the Century, Jiangsu Education Press, 1999), * * * from all sides agree that the curriculum standard. In particular, it not only makes the whole "mathematics education" (including mathematicians, mathematics educators and mathematics teachers) focus on the basic problems of mathematics education, but also makes mathematics education a common concern of the general public. Obviously, this clearly shows the importance of formulating national mathematics curriculum standards. Of course, the development from curriculum standard 1989 to curriculum standard 2000 shows that the formulation of scientific national mathematics curriculum standard is not a simple process once and for all, but a process of continuous improvement and development.