Would the use of Everyday math turn you off?

[Anonymous]

Teachers love EM. Mathematicians don't. Yes, I would be bothered.

[Anonymous]

I would be concerned because there are so many other books that don't have that much controversy associated with them that I would ask why EDM and not XXX?

[Anonymous]

Yes the choice to use EDM, and the circular reasons offered for "why it is good/here's what we do to fix it", caused us to doubt the overall quality of a number of the schools using EDM.

[Anonymous]

Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

[Anonymous]

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

This is the most ridiculous statement ever.

[Anonymous]

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

But TIMSS data don't bear out your assumptions, PP. EDM appeared in 1998, but the first TIMSS data, from 1995, already showed the U.S. lagging far behind other nations in math. In fact, TIMSS data from 2007 show significant improvement in American students' math achievement compared to other countries. These gains have appeared despite the use of reform or constructivist curricula such as EDM. The deficits, as has been historically true, appear related to SES. It's useful to bear in mind that many of the nations we trail in math achievement behind have significantly more homogeneous populations than we do. Dig into the TIMSS data a bit and this is fairly clear.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

But TIMSS data don't bear out your assumptions, PP. EDM appeared in 1998, but the first TIMSS data, from 1995, already showed the U.S. lagging far behind other nations in math. In fact, TIMSS data from 2007 show significant improvement in American students' math achievement compared to other countries. These gains have appeared despite the use of reform or constructivist curricula such as EDM. The deficits, as has been historically true, appear related to SES. It's useful to bear in mind that many of the nations we trail in math achievement behind have significantly more homogeneous populations than we do. Dig into the TIMSS data a bit and this is fairly clear.

I am so SICK of this "homogeneous" population rhetoric. Singapore is not "homogeneous" Norway is, but how come Norway does so much worse than Singapore?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

But TIMSS data don't bear out your assumptions, PP. EDM appeared in 1998, but the first TIMSS data, from 1995, already showed the U.S. lagging far behind other nations in math. In fact, TIMSS data from 2007 show significant improvement in American students' math achievement compared to other countries. These gains have appeared despite the use of reform or constructivist curricula such as EDM. The deficits, as has been historically true, appear related to SES. It's useful to bear in mind that many of the nations we trail in math achievement behind have significantly more homogeneous populations than we do. Dig into the TIMSS data a bit and this is fairly clear.

NCLB

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

OMG. Do you really believe that American students do poorly in math because of EDM?!?

American students do poorly in math because the American public doesn't care enough about education to attract the best and the brightest out of college to teach. Being a teacher in Singapore is serious business--you have to be at the top of your class, you get paid well, the state sponsors continuing education, and most importantly, the people value and respect the teaching profession. Unless Americans change their attitudes about teaching and back those attitudes up with real dollars and effective programs, there is no way American students are going to excel in math, regardless of the textbook or curriculum school boards choose.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

OMG. Do you really believe that American students do poorly in math because of EDM?!?

American students do poorly in math because the American public doesn't care enough about education to attract the best and the brightest out of college to teach. Being a teacher in Singapore is serious business--you have to be at the top of your class, you get paid well, the state sponsors continuing education, and most importantly, the people value and respect the teaching profession. Unless Americans change their attitudes about teaching and back those attitudes up with real dollars and effective programs, there is no way American students are going to excel in math, regardless of the textbook or curriculum school boards choose.

OK OK You said it, our teachers are not top notch, so that is why curricula like Singapore Math should be used, since it was designed to be used by the worst teachers with maximal outcomes. It is much easier to use a new curriculum than change teachers. I would like both good teachers and a good curriculum.
Also, even as the pp said that test scores have gone up with the use of reform curricula, they did not consider that test scores might go up even more if mastery curricula were used. Test scores went up in Israel when the swapped EDM for SM.

[Anonymous]

I can only hope that all the EDM naysayers will not be applying to Potomac. Certainly increases the chances for my kids to be accepted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Teachers have been brainwashed by NCTM. However, if you gently introduce the brighter ones to better materials, like Singapore Math, they often change their minds.

ITA. NCTM is very strange group. I am not sure where their logic comes from.

NCTM is a "very strange group"? Are you a math teacher, professor of math education, or PhD-level mathematician? Genuinely curious here. Why do people on this forum think they (or NYC HOLD) know more about math education than the National Council or Teachers of Mathematics or the National Science Foundation?

Don't have the time or patience to go though this now. But riddle me this. The US is doing poorly in math compared to other developed nations, and we have this group, NCTM, which embraces wacky curricula like EDM and influences school boards. Other countries like Israel and Canada have tried our wacky curricula then kicked them out quickly when they realized they stink. Perhaps it is time for NCTM to go overseas and humbly ask what they are doing wrong.

OMG. Do you really believe that American students do poorly in math because of EDM?!?

American students do poorly in math because the American public doesn't care enough about education to attract the best and the brightest out of college to teach. Being a teacher in Singapore is serious business--you have to be at the top of your class, you get paid well, the state sponsors continuing education, and most importantly, the people value and respect the teaching profession. Unless Americans change their attitudes about teaching and back those attitudes up with real dollars and effective programs, there is no way American students are going to excel in math, regardless of the textbook or curriculum school boards choose.

OK OK You said it, our teachers are not top notch, so that is why curricula like Singapore Math should be used, since it was designed to be used by the worst teachers with maximal outcomes. It is much easier to use a new curriculum than change teachers. I would like both good teachers and a good curriculum.
Also, even as the pp said that test scores have gone up with the use of reform curricula, they did not consider that test scores might go up even more if mastery curricula were used. Test scores went up in Israel when the swapped EDM for SM.

Yes, test scores go up everywhere when SM is used. Test scores went up in MCPS at pilot schools where SM was used.