Does the mathematics curriculum need to be designed much more towards process rather than product?

Preparatory questions and links:

Focusing questions:
What do you see as typical 'products' in mathematics?
What balance or weighting is there between process and product in your current curriculum?
What impact does curriculum content have on the choice of a procedural or production approach to teaching?
What key mathematical 'products' and 'processes' should be taught and/or learned pre-University?
What would you see as being an ideal balance between focus on process and focus on product?
Does cognitive development play a role in change between a product-based and a process-based methodology?
Are there situations where either only a process-based approach will work or only a product-based approach will work?
How does the introduction of technology, slide-rules, calculators, graphing software, etc. change the view of the process/product relationship?
How would you assess or evaluate a process-based method?

(Provided by @ColinTGraham)

Useful Links:
Blog post by Ryan (@suburbanlion) A Rebel Math Curriculum
By - Homeschool Math Curriculum Guide
By Jefferson County Board of Education - Principles of Differentiated Instruction
By UK Government - Mathematics curriculum to age 16 (KS4)

Threaded discussion from Thursday, 4th November 2010 -
Threaded discussion from Monday, 8th November 2010 -

Links mentioned in the discussions, with contributor:

Resources (costing money!) mentioned in the discussions, with contributor:

Other links which may be useful