The current mathematics reform movement around the world started with the publication of the curriculum standards by NCTM in the U.S. in 1989. Although the standards brought new pedagogy of constructivism and content vision to mathematics curriculum, there has been an on-going battle between educators about the benefits of the NCTM based curriculum standards. Recently, California has reversed the previous curriculum based on the NCTM standards and adopted a new standard based on more basic mathematics content. The controversy around the reform movement continues today. The review of both sides of the argument shows that the basic disagreement is between content and pedagogy. Both sides have valid points and a balance needs to be achieved in math education. Content should be well defined like the California standards and new ideas in pedagogy should be tried where it is applicable. Finally, research should be carried out to understand what really works in math education.