The Essentials of, and for, Mathematics

How do we approach the teaching of mathematics in high schools? How do we approach reviewing the present curriculum? In this paper we attempt to give a framework for answering these questions. We describe attitudes rather than content. The author believes that being constantly aware of the context in which the students will operate will assist in revising the design and lead to a syllabus and recommendations that are not only appropriate to our times, but also can be readily and effectively implemented. We believe that the underlying principles here can also be readily adapted to other levels of mathematical education.