On February 24, 1998, results from the final segment of the Third International Mathematics and Science Study (TIMSS), the most comprehensive mathematics and science study ever undertaken, were released. The resultant data brought into focus the dire need for a shift in the U.S. educational paradigm. A framework for a performance-based mathematics program that is challenging, focused, and relevant is an essential part of that needed paradigm shift. The National Council of Teachers of Mathematics (NCTM) Principles and Standards provides that framework. Principles and Standards recommends that instruction be more than mastery of facts and routine skills, but that it result in all students gaining understanding and the ability to apply mathematical concepts in new situations. This paper clarifies how performance-based learning supports the NCTM recommendations and provides a brain-compatible methodology for mathematics instruction. (Author/NB)