Is EDM good for kids who are good at math?

[Anonymous]

Many complaints seem to focus on lthe ack of drill, which might be less of a problem for the math-adept--but does EDM pose other problems for these kids?

[Anonymous]

That's what happens when I type in the dark. Should have been "the lack of drill."

[Anonymous]

Some kids don't like the spiral curriculum (which they find repetitious and/or frustrating (no sense of closure/mastery)).

FWIW, I suspect that most local privates supplement EDM in various ways (including more drill!) -- ours certainly does. My mathy DD prefers the non-drill supplements to EDM and prefers EDM to the more drill-oriented supplements. I'm very happy with her math sense and problem-solving skills but am surprised how slowly she seems to do computations sometimes. She's accurate and she understands what she's doing, but it's not automatic the way it was for me at that age.

In a way, I think EDM's success depends more on the teacher that the type of kid. The teachers who get it/like it, do a great job of engaging kids who are good at math (and who like to talk about math in how and why terms). With those who don't, it can seem like a real slog and some distorted priorities. (e.g. some of the beauty of having a rich and varied tool kit disappears when you're always told which tool to use even when a particular one seems obviously inefficient.)

[Anonymous]

We have fewer Math PhDs in the US (per capita, US born) than other countries, so I suspect that if we want more, we should start teaching Math the way they do.
BTW, many prefer the term mastery instead of drill.

[Anonymous]

Anonymous wrote:BTW, many prefer the term mastery instead of drill.

Sounds like that would be those who need a lot of drill.

[Anonymous]

EDM goes for conceptual understanding. Kids who are fast calculators and don't necessarily need the drill have the opportunity to be engaged in THINKING about mathematics and problem solving, which some of them would miss when rewarded only for quick calculations. As a previous poster mentioned, the ability to calculate quickly makes math problem solving easier, so most teacher DO supplement with practice/mastery/dill for the kids who need it.
The spiral does not work for all though, some kids are much happier thoroughly learning a WHOLE concept at once, rather than by pieces through the spiral. That varies concept to concept and kid to kid

[Anonymous]

Thanks, that's helpful.

[Anonymous]

Hi OP. My child is only two years into the EDM program, but he likes math very much and he is doing very well. He does not need as much drill to master the basic math facts and methods (at least so far!) and thus enjoys the many opportunities to actually think/theorize using math. I was very concerned about EDM and read many negative things about it, however, I have really grown to appreciate it now.

I think the kids who will not do as well with this program are those who find math more difficult. Then all the problems of insufficient drill, spiraling on to a new topic before it is mastered, and so forth come to the front. Supplementation helps but does not change the spiral aspect, which could be difficult for some.

[Anonymous]

How would anyone know if their child, who is doing "well" with EDM, would not do better with a non-spiral curriculum?

[Anonymous]

If you have objective indicators that say your kid's math skills are very good, there's no real reason to find fault with the school's math curriculum. You can always supplement.

[Anonymous]

Seems like in the US, not many parents are interested in their child becoming a mathematician. Let's face it, they don't get paid. That said, many people who have mathematically gifted kids are not looking for an approach that will get their child ahead wrt math, but rather an approach that will help them shine on the SATs. That is where it usually stops. So, I suspect that for many parents, it really does not matter. EDM stinks for any child, but does it bother you?

[Anonymous]

While I agree that I'm not the least bit invested in having my kid become a mathematician, I'm eager for her to enjoy math and be good at it/comfortable with it because I've found mathematically ability really useful (in everything from politics to boardgames) and because, frankly, in the US you're more likely to learn logic in Math class than anywhere else.

EDM hasn't "stunk" for her. In fact, it's made it obvious to her that mathematics is an engaging subject where there's room for discussion, creativity, and problem-solving. As I indicated earlier, I want to see her computational speed increase (that is an SAT-type stake on my part), but that's easy to work on and a side issue as far as I'm concerned. Enjoyment of/seeing the uses for math is more important and, on the whole, EDM has been a success for her in that regard. What she really loves is Math Olympiad and those kinds of mathematical puzzles and challenge problems.

[Anonymous]

In general, scientists in US are poorly paid. In the early 90s, half of Ph. D. in math could not find job because of the end of the cold war. Even now, many health and biology scientists are barely surviving.

But this is not different from other countries.

[Anonymous]

EDM is actually pretty good for mathematically gifted kids. Kids who tend to run ahead in math in the elementary years often are pretty spotty on math concepts even if they have their math facts. The EDM spiral makes it possible for kids to zoom through the material while making sure they they always come back to cover the key concepts. Without them, the kid at Kumon will hit a wall in algebra. At the same time, the kid who isn't automatic with multiplication tables is never going to be ready for algebra either.

But, a lot of really good tech and science professional just hate EDM. A lot of them also happen to come from more traditional education systems that place a much higher cultural value on drill and kill. Drill works as long as the kid's interest in the subject doesn't get crushed.

[Anonymous]

Check out this post...lots of comments on EDM: http://themorechild.com/2009/05/27/hagiography-alert/

And this before: http://themorechild.com/2009/05/19/math-across-the-river-and-a-history-lesson/