Presented is a collection of reports on the status of competency-based mathematical education in the schools of 25 countries, and is the culmination of five years' work by the International Study Group on Minimal Competencies in Mathematics. Most reports summarize the trends and prevailing opinions about curricular implications of emphasis on minimal competencies, and a diverse spectrum of attitudes, approaches, concerns, and programs is revealed. Included is an historical perspective of prior investigations, a synthesis of the national reports, and a list of selected international references alphabetized by author. The goal of this manuscript is to answer some questions about the competency-based approaches of the following countries: Australia, Austria, Bangladesh, Belgium, Brazil, Canada (British Columbia and Ontario), Chile, England and Wales, Finland, Hong Kong, Ireland, Israel, Japan, Kenya, Luxembourg, Netherlands, New Zealand, Norway, Phillippines, Scotland, Sweden, Thailand, U.S., and West Germany. (MP)