New math was considered too rigorous, not appropriate for all students, de-emphasized on drill and acquisition of knowledge. Thus, the US decided to return to traditional instructional practices, that are what so called Back-to-basic Curriculum.

The mathematics curriculum in this period emphasized the unifying of concepts across mathematics subjects like arithmetic, algebra, geometry, and trigonometry (Stanic, George, and Kilpatrick, 2003). Besides integration between subjects as well as the mix between quantitative and verbal reasoning abilities was also needed. That is due to new occupational skill requirements and new forms of work organization along with a shift toward a high-skilled service economy (Carnevale, 2003). Consequently, employers and educators began focusing on analytic, problem-solving, and critical thinking skills in this era (Carnevale, 2003). Moreover, there was an individualization of instruction, namely provide the curriculum materials and teaching approaches adapted to the aptitudes, interests, and prior achievement of each student (Stanic, George, and Kilpatrick, 2003).

Even though the curriculum was simplified, mathematics was still integrated into various contexts. For instance, in Miller (1988), trigonometry was connected with technology, sport, chemistry, architecture, geology, and so forth.