Funny

I remember my grandma chiding me for not memorizing log tables in school. Times change, and primary educational theory is hardly in the zeitgeist.

I'm not an expert, but most changes from what "we" (which I'm taking anyone aged 5-10 between 1980 and 2000 roughly) experienced to what "kids nowadays" (there are two epochs, 2000-2010, 2010-now) experience are due to the greater availability of data tools

With data and technology being more available the way math is taught had to change (although we have calculators with us permenantly now, so we need to rote-memorize less, we need to focus more on what the calculator is doing behind the scenes so we understand the processes), in order to ameliorate the other issue: stratification of learning between rich/poor, and between NA/LATAM/AMEA/EU

When you actually read the requirements, and compare them to the image, it makes a bit more sense

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

Use appropriate tools strategically

Attend to precision

Look for and make use of structure

Look for and express regularity in repeated reasoning

Without wanting to be too glib, how would one differently integrate the above bullet points into an educational schema that allows flexibility for different learning styles, classroom environments, levels of literacy, competency, variations in age/development/background/homelife, disabilities over the course of 5 years while tracking other learnings in key educational areas to complement the syllabus?

These things get a bad reputation but the moment to attempt to tackle the problem yourself, you start to see how massively complex and difficult it is.