The paths of mathematics education reform for children and adults resemble two highways that join together for a distance then diverge, remaining parallel but distinct. The differences reflect the intrinsic distinction between pedagogy and andragogy. School mathematics must prepare children for all the possible paths that their educational journey might take. Adult mathematics education, on the other hand, is present-directed and offered to individuals who have a clearer vision of their educational goals. This article addresses the question of what formal mathematics adults need to learn. The author looks at the points of divergence between the national policy recommendations, the school mathematics reform standards, and the numeracy content relevant for adults.