In the fall of 2006 several influential national groups (Achieve, American Statistical Association, College Board, and the National Council of Teachers of Mathematics) developed and released documents that recommended curriculum standards or focal points for K-12 mathematics. The timing of the release of these documents provided a unique and important window of opportunity to promote and stimulate collaboration among producers and users of standards. In response, the Center for the Study of Mathematics Curriculum (CSMC) organized several meetings of representatives of each group to discuss the nature of their work and possible collaboration. As a result of those meetings, the groups agreed to cosponsor a national conference to highlight the recommendations and to engage "users" of standards (state and district curriculum specialists, textbook and assessment publishers, K-12 district and teacher leaders, and representatives from higher education and business) in discussions about implications for their work. The conference was held on February 5-6, 2007 at the Rural Electric Cooperative Association Conference Center in Arlington, Virginia. Participants included about 200 representatives from schools, state departments of education, institutions of higher education, textbook and assessment publishers, professional organizations, and major research and development centers. The conference format allowed the cosponsoring organizations to explain the rationale, process and product of their work. It also provided opportunities for participants to engage with each other and with the cosponsors in conversations about the implications of the work. The conference was also webcast and archived sessions are available at: http://cltnet.org/cltnet/misc/csmcmath07/. This document provides another record of the conference. This document presents the following papers: (1) Tracing the Evolution of Mathematics Content Standards in the United States: Looking Back and Projecting Forward towards National Standards (Jere Confrey); (2) Some Common Themes and Notable Differences Across Recent National Mathematics Curriculum Documents (Chris Hirsch with Dana Cox, Lisa Kasmer, Sandy Madden, and Diane Moore); and (3) K-12 Mathematics: What should students learn and when should they learn it--"Challenges, Good Bets, and Context" (Joan Ferrini-Mundy). Individual papers contain tables, figures, footnotes and references.