Recall Everyday Math in Long Valley NJ

The March 13, 2008 final report from the National Mathematics Advisory Panel provides all of the proof we need to dump Everyday Math. Sure the report is long, but here are the key points that I pulled out of the report:

1. Page xvi – Any approach that continually revisits topics year after year without closure is to be avoided. Shot #1 versus the Everyday Math ship. EDM teaches concepts over multiple years via spiraling.
2. Page xvii – ….develop flexible, accurate, and automatic execution of the standard algorithms, and use these competencies to solve problems. The panel expects students to be able to proceed successfully at least through the content of Algebra II. Shot #2 Everyday Math does not teach the standard algorithm.
3. Page xvii continued - A major goal for K-8 mathematics education should be proficiency with fractions (including decimals, percents, and negative fractions). Shot #3 Everyday Math teaches fractions over a mutliple-year spiraling effort finally resulting in using a calculator.
4. Page xix – It also requies fluency with the standard algorithms for addition, subtraction, multiplication, and division. Additionally it requires a solid understanding of core concepts….Shot #4 Everyday Math does not teach the standard algorithm.
5. Page xix continued – Difficulty with fractions is pervasive and is a major obstacle for further progress in mathematics. Shot #5 That’s because too many schools have been “teaching” fractions via Everyday Math.
6. Page xxiii – The use of “real-world” contexts to introduce mathematical ideas has been advocated with the term “real world” being used in varied ways….However, performance on assessments more focused on other aspects of mathematics learning, such as computation, simple word problems, and equation solving, is not improved. Shot #6 I couldn’t have written a better hit against Everyday Math than that line.
7. Page xxiv – A review of 11 studies that met the Panel’s rigorous criteria found limited or no impact of calculators on calculation skills, problem solving, or conceptual development…..The Panel cautions that to the degree that calculators impede the development of automatically, fluency in computation will be adversely affected. Shot #7 And for me Long Valley parents that should be the last one needed to sink the Everyday Math ship but if you need more proof see Page 26:
   • Computational facility with whole number operations rests on the automatic recall of addition, etc facts.
   • It requires fluency with standard algorithms.
   • Fluent use of the algorithms not only depends on the automatic recall of number facts but also reinforces it.
   • Studies of children in the United States, comparisons of these children with children from other nations….indicate that many contemporary US children do not reach the point of fast and efficient solving….Surprisingly many never gain such proficiency.
   • ….easier arithmetic problems are presented far more frequently than harder problems. The opposite is the case in countries with higher mathematics achievement, such as Singapore
   • Few curricula in the United States provide sufficient practice to ensure fast and efficient solving of the basic fact combinations and execution of the standard algorithms.
   • Too many American students also have a poor grasp of many core arithmetical concepts.

I actually have more on the report, but I’ll use it in a follow-up post as to why our test scores seem to be going up but our children as the report points out are being poorly trained in mathematics. I believe Everyday Math is a neat package easily sold out in the marketplace that provides what we call in the industrial engineering world “a false positive”. We need to recall it and if you vote for me for K-8 Board of Ed I will work hard to get it out of our schools.

Eric

(paid for by Eric Frenchman for Wash Twp Bd of Ed)