Everyday Math raises test scores, says Teacher Magazine, but many parents and teachers don’t like it. In New York City, all but the most successful schools are required to use the program.
Instead of teaching standard ways to perform addition, subtraction, multiplication, and long division and then drilling students with worksheets, teachers present several options for solving problems and encourage kids to use those that make sense to them. Rather than spend weeks or a single class on one subject, lessons bounce around, covering several areas in an hour. Computation is practiced by playing games, and students must continually explain why they’re solving problems in the ways they’ve chosen.. . . Yet for many parents, the program, which refutes the back-to-basics approach that became popular in the 1970s, has been a hard sell. Despite his daughter’s aptitude for math, Dooley says that she’s confused. “They’re teaching all these different methods,” he explains, the anger rising in his voice. “Now when she does division or multiplication, she makes mistakes. She forgets to carry numbers over. She goes from left to right instead of from right to left. She’s forgetting her basic stuff.”
At the same time, computations are not difficult enough, he argues. “It’s back to 1st and 2nd grade math. I mean, ‘3 times 1′? ‘Two times 0′? What is that? She’s in the 4th grade.”
Everyday Math is harder for teachers — and most aren’t getting much training in making it work.
HOLD’s site challenges the claims made for Everyday Math; it includes an article by a New York City teacher who found the program didn’t work for his students.


anonymous … I have no idea what the theory behind EM is. I’m just a parent when it comes to math. Personally, breaking the problems down into 10’s and 1’s, etc. makes more sense to me than carrying ever did, but that’s just me.
e….. I’m sure that Sol can conjure up an eloquent argument against teacher unions as well as there are others who’ll do just the opposite. And, there is the NEA and there is NYSUT. NYSUT is an enormous force in NY in improving schools, teachers and education. I’ll stand on their record, and you can stand on some critics book. Bet I can see further than you … and I’m not that tall!!
And for my money … flash card ‘em until they get it, and don’t give up.
Yet again, I saw the term “fuzzy math” misused in commentary about math teaching. Am I quibbling when I point that out? That isn’t a rhetorical question; “I know that (or can do that) so anyone with half a brain should know that (or be able to do that)” is a frequent comment. It’s easy to call it unjustified when it refers to something you can’t do; when it refers to a something you know, it’s harder to judge — which doesn’t stop some people.
Speaking of different methods, Richard Feynman was once on a California curriculum commission. He said counting on your figures was an acceptable way to do some problem. Others in the meeting protested. He asked when the next meeting was. Someone told him. He asked, “In how many days is that?” People counted on their fingers.
Joe apparently thinks EM publishers are immune to my nifty lawsuit, claiming “No damages, because there is no duty owed by the texbook purveyors, except that the textbook exists and is delivered.”
There certainly IS a duty owed by those purveyors, and that is to ensure that the textbood functions as advertised. Failure to do so is fraud.
If other texts or methods can be shown to be superior, or heaven forbid actually successful at imparting mathematical knowledge instead of psychobabble, then the advertising claims of the EM salesmen (which can hardly be anything but claims of superiority for their product) are worthless or misleading and have cost the consumers real value.
If the consumers are the textbook purchasers, the defendent is properly the authors; if the consumers are the students or parents, the defendent is the textbook purchasers – who should immediately turn around and sue the purveyors.
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I am parent who just went through an awful experience with the Everyday Math program. As a parent I believe we all try to do what’s best for our kids. My childs school is not supplimenting at all. The children are missing very basic facts. I work nightly at home with my kids – so they are okay – but many kids don’t have a parent to help them. I went to the school board to let them know about what the kids are missing out on. They did not want to listen. The superintendent lied to the board and said we do suppliment! Sorry I have children in the school and their is no supplimenting! They are driven by the power of the school board seat – not the interest of the kids. Our district has risen ten percent in five years – but still 50% of the kids are not even at basic – but they think that this is good! After five years of EM should we not be seeing more of an improvement? I am truly worried about this particular group of kids. I believe that since I notified my school board in a public meeting – and they did nothing – I believe I do have legal action later on if my child fails in math.
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