In the United States, there has been an increasing push toward what Mark Wolfmeyer, the author of Math Education for America? Policy Networks, Big Business, and Pedagogy Wars, refers to as the nationalization of mathematics education, which includes both mathematics education curricula and the intended purpose of mathematics education. The drive toward the nationalization of mathematics education recently culminated in the adoption of the Common Core State Standards for Mathematics (CCSSM; National Governors Association Center for Best Practices [NGA] & Council of Chief State School Officers [CCSSO], 2010). The potential effect of nationalization on what and how teachers teach and what and how students learn is significant. Because these standards have the potential to shape the future of mathematics education in the United States, educators have a right and a responsibility to know who is behind the nationalization of mathematics education. In contrast to other recent texts examining the adoption and integration of mathematics standards (Burke, 2013; Germain-McCarthy, 2013; Manley & Hawkins, 2012), Wolfmeyer takes an explicitly critical approach to this project by focusing on the networks of power and influence. This approach allows Wolfmeyer to address the intentions or interests of the parties spearheading the push toward nationalization.