The National Council of Teachers of Mathematics (NCTM), with the establishment and promulgation of standards for the reform of teaching and learning mathematics, has furnished the leadership and the impetus toward the achievement of a vision of affording a high-quality mathematics education for all of the nation's children. Published in March 1989, "Curriculum and Evaluation Standards for School Mathematics," along with a companion document, "Professional Standards for Teaching Mathematics" (NCTM, March 1991), have provided statements of what is valued in the school mathematics classroom. These statements have, in turn, promoted dialogue for the institution of reform on many fronts, including individual schools, local school districts, state boards of education, and universities. Incorporated in this digest are (1) a listing of the major shifts within the school mathematics classroom envisioned by these standards; (2) the two fundamental assumptions concerning teachers that underlie this new vision; (3) the specific beliefs and decisions of classroom teachers that can empower students by helping to encourage mathematical thinking, reasoning, and problem solving; (4) the assumptions that promote an evaluation of how and what information should be gathered and analyzed, by both teachers and administrators, to help teacher improve their teaching; (5) a listing of influences and expectations that are necessary for improved preservice and continuing education of mathematics teachers; and (6) the groups that must play a supportive role when making decisions that affect the teaching of mathematics. (JJK)