In Douglas County schools, we are always looking to extend the
best instructional practices possible in across our classrooms in
all subjects.
Certainly we always look carefully at how we teach core
subjects, and today I would like to focus on mathematics.
Two of our elementary administrators collaborated on the
following fact-based opinion piece that I wanted to share. This is
especially timely because of a recent, unflattering editorial about
the Everyday Math program in The Denver Post.
Collectively, the authors of this article – Brian Ewert,
principal of Eldorado Elementary, and Karen Brofft, administrative
intern at the same school – have 33 years of experience in
education using a variety of mathematics programs; nine of these
years have been spent in the Everyday Mathematics
framework.
Their thoughts follow:
In the early 80s, public concern surfaced about the low
performance of students in the United States in mathematics, as
compared with their counterparts around the world. In response, the
Everyday Mathematics program began in 1983 as a collaborative
research project among mathematicians, corporate representatives
and educators in the University of Chicago Mathematics
Project.
In five years, the project had developed into a full-blown
curriculum for kindergarten through sixth-grade math.
The research that backs this program has withstood the test of
time. It challenges previous expectations of what students are able
to accomplish at very young ages. As a result, the program is not
only rigorous, but developmentally appropriate as well.
Students who have been immersed in this program throughout their
entire elementary careers finish as highly skilled mathematicians
who are well prepared for other advanced math courses. Most often,
Everyday Mathematics students outperform their peers who have been
exposed to more “traditional” math programs.
Because few students develop lasting learning of concepts or
skills the first time they are exposed to them, Everyday
Mathematics uses a “spiraling” approach. This technique structures
the curriculum, while providing multiple exposures over time, and
frequent practice and review.
Students gradually increase their proficiency as the concepts
themselves gradually increase in difficulty. It is our experience
that this approach results in greater long-term retention of
concepts over time. A skill introduced in each grade will be
revisited several times throughout that year.
The program includes balanced instruction, real-life problem
solving, oral and written communication skills related to
mathematics and extensive teacher training. Balanced instruction is
provided through whole group, small group, partner and individual
opportunities for learning and assessment.
Students have daily opportunities to apply their mathematical
learning to real-life situations. Students are encouraged to
explain their reasoning and explore alternative methods of problem
solving, which builds their flexibility in mathematical thinking in
all mathematical strands, not just computation.
The Everyday Mathematics program is about all strands of
mathematics, not just arithmetic and computation.
If you are interested in learning more about the program, or
viewing Everyday Mathematics in action, we would be happy to invite
you to visit us at Eldorado Elementary School.
Jim Christensen is the superintendent of the Douglas County
School District.