K 1 2 3 4 5 6 7 8 9 10 11 12
Evidence of Effectiveness:
Everyday Mathematics has been designated a Promising mathematics program by the U.S. Department of Education (Year 2000).
In 1995 and 1996 in the Kalamazoo, Michigan, Public School District, positive results were seen for students, including an increase from 41% in 1994 to 54% in 1996 in the percentage of fourth graders who passed the Michigan statewide achievement tests (MEAP). Additionally, the number of schools that scored satisfactory and above on the mathematics assessment increased from 2 of 18 in 1994 to 8 of 18 in 1996. In 1995, the highest increases in percentages of students scoring satisfactory and above occurred at three elementary schools with the highest number of low-income students (80%+ eligible for free or reduced-price lunch).
Carol Stream, IL
Since adopting Everyday Mathematics K-3 during the 1992-93 school year, the Carol Stream district has shown a steady increase on their third-grade Illinois Goal Assessment Program (IGAP) mathematics score – from 289 in 1992 to 337 in 1996 (scale 0 to 500). While the state score increased an average of 6 points annually during the same period, Carol Stream’s average annual score increased 12 points.
St. Charles, IL
Everyday Mathematics K-3 was implemented in the St. Charles district during the 1994-1995 school year. The third-grade IGAP mathematics scores were stable from 1989 to 1994, with no significant increase or decrease. During the first year with Everyday Mathematics, overall scores on the third-grade IGAP mathematics test declined slightly, but not significantly. However, on the next year’s test in 1996, the score jumped significantly, from 298 to 321.
National Assessment of Educational Progress (NAEP)
In studies involving Everyday Mathematics, fourth-grade field-test classes who were tested using items from the National Assessment of Educational Progress (NAEP): Everyday Mathematics students did better than the NAEP sample, including computational items. Some results include:
· Everyday Mathematics students received 77% correct answers on computation, compared to 65% for NAEP students.
· Everyday Mathematics students received 88% correct answers on place-value, compared to 73% for the comparison students.
· Everyday Mathematics students received 76% correct answers on fractions, compared to 37% for the comparison students.
· Everyday Mathematics students received 70% correct answers on geometry, compared to 48% for comparison students.
· Everyday Mathematics students received 78% correct answers on the total of all questions, compared with 60% for NAEP comparison students.
· Everyday Mathematics students have exceeded various state goals and the results have indicated that these students do well on external assessments as well. Thousands of students in hundreds of classrooms nationwide demonstrate that all students at all levels can meet the daily expectations of a rich upgraded mathematics curriculum.
In 1983, the University of Chicago School Mathematics Project (UCSMP) set out to reform mathematics education for all students. Everyday Mathematics was written one grade level at a time, with each grade building on the achievement of the previous year. Each grade level curriculum was then field tested in its entirety in diverse classrooms nationwide for a full academic year. During each field-test, UCSMP authors interviewed teachers and students about Everyday Mathematics to determine what worked and what needed improvement. The group also explored ways to make Everyday Mathematics more practical and manageable in the classroom. Finally, the UCSMP authors revised each grade-level curriculum to reflect classroom experiences prior to publication.
Everyday Mathematics, grades K-6, is a comprehensive and balanced mathematics program. The curriculum teaches basic computational and arithmetic skills, as well as a broad range of mathematical concepts including data and probability; geometry and spatial sense; measures and measurement; numeration and order; operations; patterns, functions, and sequences; and reference frames. Algebra and uses of variables begin in the third grade.
The K-6 Everyday Mathematicscurriculum encourages teachers and students to go beyond arithmetic - to explore more of the mathematics spectrum by investigation data gathering and analysis, probability, geometry, patterns, and algebra. Mathematics is integrated into other subject areas and becomes part of the ongoing classroom routines, outdoor play, and the spare transitional moments that occur every day.
Program highlights include:
· Broad range of mathematical concepts and skills
· Concepts taught over time and in different contexts to ensure mathematical understanding
· Problem-solving for everyday situations
· Developing mathematical skills through hands-on activities
· Cooperative learning through partner and small-group activities
· Ongoing development of basic facts through games and creative drills
· Ongoing review through each unit
· A variety of assessment opportunities
· Home and school partnership is established
Correlation to Nevada State Standards
Currently being completed.
Everyday Learning Corporation is committed to supporting the Everyday Mathematics curriculum through teacher in-service and training. There are Teacher Education staffs whose sole responsibility is to provide in-service and training models for users of Everyday Mathematics.
Users= Conferences are provided as a networking and in-service forum for teachers who wish to gain insight on curriculum content, classroom management and effective teaching strategies. Everyday Learning Corporation has developed a Videotape Library for Staff Development featuring experienced Everyday Mathematics teachers teaching actual lessons in real classrooms. Also available are K-6 Overview Videotapes, one for teachers and administrators, the other designed specifically for parent education.
Teachers may subscribe to TeacherLink, a networking newsletter written by and for teachers. Many common questions about Everyday Mathematics are answered; ideas and suggestions for various implementation issues are also included.
Finally, a pre-packaged, ready-to-use staff development kit is offered, which provides material on seven important mathematical strands in the Everyday Mathematics curriculum. It has been designed so it can be delivered by lead or mentor teachers to their peers.
Each K-6 Everyday Mathematics classroom requires the following materials:
· A Teacher Resource Package per teacher
· Student Material Sets for grades 1-6 that include:
Journals and Activity Books (grades 1-3)
Journals, Student Record Book and World Tour Book (grade 4)
Journals, Student Record Book and American Tour Almanac and geometry template (grade 5)
Journals, Student Reference Book and geometry template (grade 6)
· TI-108 Calculators for students in grades K-4 Everyday Mathematics
· TI-32 Explorer Plus Calculators for students in grades 5-6 Everyday Mathematics
· K-6 Manipulatives
· Software that correlates to Everyday Mathematics strands, if available.
· Teacher Resource Packages range from $120 for Kindergarten to $170 for Grade 6.
· Student Materials range from $14.95 per student to $25 per student for Grades 1-5.
· Classroom manipulative kits for each grade level are available and range from $245 (Kindergarten) to $430 (grades 1-2)
· Professional Development Videos are $50
For Information Contact:
150 Hernandez Avenue
San Francisco, CA 94127
Phone: (415) 664-6696
Fax: (415) 664-3173
Current Location in Nevada:
P.O. Box 597
Montello, NV 89830
Contact: Ted Paulson
Phone: (775) 776-2456