In 2007, the federal government appointed a group of education professionals, researchers, and stakeholders to study and advise on ways to "foster greater knowledge of an improved performance in mathematics among American students...with respect to the conduct, evaluation and effective use of the results of research relating to proven-effective and evidence-based mathematics instruction...based on the best available scientific evidence." The executive order defined a set of topics for the National Mathematics Panel to examine: (1) Curricular Content and Instructional Materials; (2) Learning Processes; (3) Instruction; (4) Teachers and Teacher Education; and (5) Assessments. The National Panel reviewed more than 16,000 research publications and policy reports and received public testimony from 110 people, including parents, teachers, school administrators, board of education members, educational researchers, textbook publishers, and others interested in improving mathematics education. In addition, the panel reviewed written commentary from 160 organizations and individuals and analyzed survey results from 743 active teachers of algebra. This research brief focuses on the first three topics and associated recommendations for PK-12 education. Reported findings include: (1) The K-8 mathematics curriculum should be streamlined to emphasize the most critical topics in the early grades; (2) Rigorous research on how children learn should drive mathematics instruction by recognizing the advantages of a strong start for young children; integrating conceptual understanding, procedural fluency, and automatic recall of facts; and emphasizing that effort, not just inherent talent, leads to achievement in mathematics; and (3) High-quality instruction uses both student-centered and teacher-centered strategies. The author concludes that producing a generation of students who can compete globally will require schools to prioritize the effective teaching of mathematics, including articulating curriculum, streamlining textbooks, producing challenging examinations, and training teachers in the skills needed to instruct students for high achievement. Additional resources are suggested. [This report is based on the following study: "Foundations for Success: The Final Report of the National Mathematics Advisory Panel", U.S. Department of Education. (2008). For the study report, see ED500486]