Most, if not all, readers are familiar with the criticism of a typical U.S. mathematics curriculum being “a mile wide and an inch deep” (Schmidt, McKnight, & Raizen, 1997). A recent analysis by the Center for the Study of Mathematics Curriculum (Reys, Dingman, Sutter, & Teuscher, 2005) reaffirms the crowdedness of most state mathematics standards. However, criticism of U.S. mathematics curricul...