Panel proposes streamlining math, from today's New York Times, in reference to math education from pre-kindergarten to eighth grade.
"Streamlining" in this context seems to mean covering fewer topics in each grade, but covering them more thoroughly; I'm not sure if it means covering less topics overall. The article also tells us that "The report tries to put to rest the long and heated debate over math teaching methods" -- somehow I don't think one report can do that, since people have been debating whether the teacher's role is to hand down facts from on high or help students discover things on their own from time immemorial. (And this isn't unique to mathematics.)
Larry Faulkner, who chaired the panel, says that the “talent-driven approach to math, that either you can do it or you can’t, like playing the violin” needs to be changed; this is something I agree with. You don't see people just saying "I can't read" and throwing up their hands in disgust -- okay, maybe you do, but not nearly as many as you do with math. I realize that this comparison isn't fair -- reading really is more fundamental than other kinds of learning, if only for the reason that most other learning involves reading -- but I'm making it anyway.
The panel also advocates shorter textbooks. As an instructor of calculus courses, I support this; the report isn't talking about college texts but one would hope that such a thing might filter upwards. Then I could actually bring the text home. I try not to with our current text, which is 1368 pages, because I commute on foot and so carrying around extra pounds is a Bad Thing. (By the way, reading the customer-written reviews of textbooks on Amazon is kind of funny in a depressing way; one gets the sense that students are often taking out their frustrations at their instructors on the textbook.)