Would the use of Everyday math turn you off?

Anonymous
Anonymous wrote:
Anonymous wrote:Everyday Math is one of a very small select curricula that meet standards set by both NCTM and NSF. They promote a deeper, more conceptual understanding of math that goes beyond rote memorization. If taught well, students learn to problem solve, communicate, think intuitively, and ultimately develop a far stronger repertoire of math skills than most traditional curricula allow. I'm curious what people's objections are besides the fact that it is different and kids don't memorize as much as they once did.


But as the OP, this was not the question. I was really curious about the impact that curriculum has on making a decision.


Well, yes, but threads do evolve over time. Since some people obviously are turned off by Everyday Math, I am curious why. As an educator, I am pretty impressed with it, though I found TERC/Investigations superior. Both are NSF/NCTM endorsed, which is pretty much as good as it gets.

Rather than seeking affirmation that an opinion is widely held, why not investigate the legitimacy of that opinion, regardless of its pervasiveness?
Anonymous
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:Everyday Math is one of a very small select curricula that meet standards set by both NCTM and NSF. They promote a deeper, more conceptual understanding of math that goes beyond rote memorization. If taught well, students learn to problem solve, communicate, think intuitively, and ultimately develop a far stronger repertoire of math skills than most traditional curricula allow. I'm curious what people's objections are besides the fact that it is different and kids don't memorize as much as they once did.


But as the OP, this was not the question. I was really curious about the impact that curriculum has on making a decision.


Well, yes, but threads do evolve over time. Since some people obviously are turned off by Everyday Math, I am curious why. As an educator, I am pretty impressed with it, though I found TERC/Investigations superior. Both are NSF/NCTM endorsed, which is pretty much as good as it gets.

Rather than seeking affirmation that an opinion is widely held, why not investigate the legitimacy of that opinion, regardless of its pervasiveness?


OK in a nutshell:

http://www.nychold.com/em.html

can we please get back to the OP?
Anonymous
I would be more concerned about the quality of the MATH TEACHERS than a school's use of EDM. FWIW, GDS uses EDM and its math program is arguably among the strongest in the region.
Anonymous
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:Everyday Math is one of a very small select curricula that meet standards set by both NCTM and NSF. They promote a deeper, more conceptual understanding of math that goes beyond rote memorization. If taught well, students learn to problem solve, communicate, think intuitively, and ultimately develop a far stronger repertoire of math skills than most traditional curricula allow. I'm curious what people's objections are besides the fact that it is different and kids don't memorize as much as they once did.


But as the OP, this was not the question. I was really curious about the impact that curriculum has on making a decision.


Well, yes, but threads do evolve over time. Since some people obviously are turned off by Everyday Math, I am curious why. As an educator, I am pretty impressed with it, though I found TERC/Investigations superior. Both are NSF/NCTM endorsed, which is pretty much as good as it gets.

Rather than seeking affirmation that an opinion is widely held, why not investigate the legitimacy of that opinion, regardless of its pervasiveness?


OK in a nutshell:

http://www.nychold.com/em.html

can we please get back to the OP?


That site seemed to criticize every approach to teaching math. And I'm still not sure what the OP (is that you?) is looking for. Her point seems to be that schools would only use Everyday Math if they were incompetent, lazy, or cheap. That is pretty close minded. The effectiveness of a program or approach is best judged based on the outcomes pursued by that approach. If the school's goals are not in line with your own but are achieved through the methods they adhere to, than clearly there is legitimacy to their approach, even if you prefer a different goal. Of course, if the goals and methods are not aligned, I would be critical, too. Instead of looking at the curricula use, look at what types of learners the schools are attempting to develop. That will go a lot further towards determining what school you want for your children than the curricula alone. Most importantly, as I said earlier, it is pretty clear you are simply looking for people to affirm your myopia. Though I guess that is par for the course around here.
Anonymous
Anonymous wrote:I would be more concerned about the quality of the MATH TEACHERS than a school's use of EDM. FWIW, GDS uses EDM and its math program is arguably among the strongest in the region.


GDS's math program is unimpressive at best.
Anonymous
Anonymous wrote:I would be more concerned about the quality of the MATH TEACHERS than a school's use of EDM. FWIW, GDS uses EDM and its math program is arguably among the strongest in the region.


Very good point. The problem with EDM is that it is dangerous in the wrong hands. Believe it or not, there are bad teachers at every school. Sidwell has bad teachers, so does Janney. Some say that the best curricula are the ones that take the bad teacher into account.
Anonymous
Our school uses EDM as part of the math curriculum. I have to concur that it develops a deeper understanding of concepts and has kids working at a higher level at an earlier age. True, it is not the same as math we had as kids, and I can see where supplementing with some rote game to master some of the basics (multiplication tables, for example) might be in order to increase speed, but overall, I have been impressed.

And, while I am not a GDS parent, GDS does have a strong math program and their kids who have pursued it have consistently operated at top levels in the region.
Anonymous
My DD is at the end of her time with EDM (6th grade). Some teachers throughout her ES years have supplemented with other curricula; others have not. Her current teacher has her successfully doing MS algebra. I have no idea if EDM has been the best possible path, but I don't think it has harmed her at all.
Anonymous
Anonymous wrote:
Anonymous wrote:I would be more concerned about the quality of the MATH TEACHERS than a school's use of EDM. FWIW, GDS uses EDM and its math program is arguably among the strongest in the region.


Very good point. The problem with EDM is that it is dangerous in the wrong hands. Believe it or not, there are bad teachers at every school. Sidwell has bad teachers, so does Janney. Some say that the best curricula are the ones that take the bad teacher into account.


This is why so many home schoolers like SM. It is clear, logical and straightforward. An educated parent who was not a math major can use it and get reasonable results. EDM requires that a teacher understand how the games and activities serve as review lessons, and also understand how the spiraling of math concepts works on a theoretical, not just pedagogical, level.
Anonymous
If you haven't read this article yet, it explains very clearly why, at the elementary level, the *quality* of the math teacher, ie, a background in math theory, is tantamount to all else:

http://www.aft.org/pdfs/americaneducator/fall2009/wu.pdf
Anonymous
18:28 - love that!
Anonymous
Anonymous wrote:If you haven't read this article yet, it explains very clearly why, at the elementary level, the *quality* of the math teacher, ie, a background in math theory, is tantamount to all else:

http://www.aft.org/pdfs/americaneducator/fall2009/wu.pdf


Agree, but ASSUME that some teachers are bad and that your child will come in contact with them. Wouldn't you like to have a good curriculum in place as a buffer. Another problem with EDM is that the way it is set up (often no textbook) parents are taken out of the loop and can't work with their kids and supplement. EDM is making more work for the teachers by removing the parents from the educational process.
Anonymous
Thanks for the article. But, what does this say about the elementary school math teachers in our private schools we are paying $28,000/year to?
Anonymous
Anonymous wrote:I've heard that Everyday Math is supposed to help kids see that there are, sometimes, multiple strategies to figure out math problems. I think the idea is to get away from memorization and tune the kids in to problem solving. Is this what you've heard? I'm not saying it is good or bad - I don't know yet - but I think this is the rationale for it.


Teacher here. Yes--the above is 100% correct. Also, a curriculum is not a text book. A curriculum is a set of learning objectives and a plan to get there. Everyday Math is just a textbook; I am sure that most schools that adopt this program are adopting a whole approach that weaves in other resources.
Anonymous
Anonymous wrote:
Anonymous wrote:If you haven't read this article yet, it explains very clearly why, at the elementary level, the *quality* of the math teacher, ie, a background in math theory, is tantamount to all else:

http://www.aft.org/pdfs/americaneducator/fall2009/wu.pdf


Agree, but ASSUME that some teachers are bad and that your child will come in contact with them. Wouldn't you like to have a good curriculum in place as a buffer. Another problem with EDM is that the way it is set up (often no textbook) parents are taken out of the loop and can't work with their kids and supplement. EDM is making more work for the teachers by removing the parents from the educational process.


EDM includes a number of resources explicitly designed for home-school connection. If the only way you know how to "support" your child is to plow through a textbook at warp speed, you've got a lot to learn.

Is EDM perfect? No. Is it the only way to effectively teach math? No. Will it work for every family, school, or child? No. Should it's mere presence in a school, without any idea to how it is utilized (no, there isn't simply one way to use it) be enough to turn you off? Hardly.
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