Since connections are made in the public mind between current reform efforts in mathematics education and the changes of the past which were collectively called new math, , the purpose of this paper is to examine these two movements more closely. First, the beginning of both movements is examined, including not only a look at the supporters of each movement, but also an examination of their initial motivations. Next, the implementation of each movement is described, both by pro.filing the main features and by looking at how they were actually put into practice. Lastly, the impact of these movements is detailed, by characterizing some of the reactions they generated. Since a well-informed public is crucial to issues of educational reform, clarifying the features of the respective movements is one way to help smooth the journey towards improved mathematics education
