This essay, written for mathematics educators, addresses a series of questions related to the development of curriculum in mathematics education. The case is made that mathematics curriculum must be evaluated continuously to stay abreast of recent research results and needed trends. Also addressed is the question of how much mathematics instruction students should have. The advantages and limitations of standardized tests are discussed, and the case is made for portfolios as an effective way of recording student achievement. The final topic of discussion is the importance of philosophies of teaching and learning for practice. (Contains 10 references.) (MM)