The National Council of Teachers of Mathematics and the Center for Mathematics Education of the University of Maryland sponsored a conference to consider the impact of computing on school mathematics. Participants (including mathematics teacher educators, mathematicians, computer scientists, elementary and secondary mathematics teachers, and others) were asked to respond to a series of questions related to the impact of computing technology on the mathematics curriculum, mathematics instruction, and mathematics teacher education, and to formulate general recommendations in each of these areas. These recommendations (or proposals) are presented in this document. They are intended as guidelines for selecting the content of precollege mathematics curricula, for teaching that content in a manner that takes advantage of emerging technology, and for designing teacher education programs that recognize the changing curricular patterns and instructional roles for teachers. Five fundamental assumptions upon which these proposals are based are listed. One of the recommendations offered is that pre- and in-service programs include components which focus on computer awareness, interaction with prepared software, and interaction with programming. (JN)