This report examines three sets of standards developed by the National Council of Teachers of Mathematics (NCTM) and provides recommendations for curriculum, teaching, and assessment of students showing mathematical talent. Specific recommendations are suggested for programs, teaching strategies, resources, and alternative means of evaluation suitable for gifted and talented mathematics students, related to the standards. The three NCTM standards compared are: (1) "Curriculum and Evaluation Standards for School Mathematics (1989); (2) "Professional Standards for Teaching Mathematics" (1991); and (3) "Assessment Standards for School Mathematics" (1993). Identification of mathematical talent is also addressed, noting the importance of measures beyond traditional tests, including observations; student interviews; open-ended questions; portfolios; and nomination by teachers, parents, peers, and self. Program options for the development of gifted and talented students are discussed, including differentiated assignments, a core curriculum, pull-out programs, in-class programs, magnet schools, extracurricular activities such as after-school or Saturday programs, mentorship programs, summer programs, and competitions. The report also provides data showing national and international comparisons on standardized tests. Appendices include the draft of the NCTM position paper on provisions for mathematically talented and gifted students, sources of additional materials, addresses for competitions and other programs, and the scoring rubric for Kentucky's mathematics portfolios. (Contains 80 references.) (DB)