This concluding chapter argues that the pervasive, often outdated, nature of the modern mathematics curriculum stems from historical inertia (such as the long-standing post-Newtonian emphasis on Classics) and a Platonic pursuit of absolute, unchanging certainty. The chapter asserts that the overwhelming utility of calculus in the Scientific Revolution was rooted in pragmatic problem-solving and modeling, rather than abstract formalism. It questions current instruction for prioritizing procedural exactness over the crucial skills of approximation, interpolation, and mathematical modeling that drove historical discovery. Drawing on research, the chapter makes specific pedagogical recommendations for reforming the curriculum, emphasizing: 1) Reintroducing foundational concepts like the geometric construction of conics and the construction of logarithm tables to provide context for real numbers and continuity, 2) Prioritizing the Common Core Mathematical Practices of Modeling and using appropriate tools (like technology and physical devices), and 3) Bridging the divide between abstract algebraic equations and grounded physical activity, showing how geometric intuition leads directly to algebraic language. Ultimately, the authors call for a shift from a curriculum designed for the mechanization of thought to one that leverages the computational power of modern tools, enabling students to explore the historical process of discovery and honestly confront the uncertainties inherent in infinite mathematics.