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Principles and Studies of Everyday Mathematics

Explore the principles for developing a strong math curriculum and delve into various studies of Everyday Mathematics to understand its effectiveness in different educational settings.

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Principles and Studies of Everyday Mathematics

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  1. Everyday MathematicsChapter 4 Gwenanne Salkind EDCI 856 Discussion Leadership

  2. University of Chicago School Mathematics Project • Amoco Foundation (1983) • GTE Corporation • Everyday Learning Corporation • National Science Foundation (1993)

  3. Everyday Mathematics Publication Dates • 1987 Kindergarten • 1989 First Grade • 1991 Second Grade • 1992 Third Grade • By 1996 Fourth-Sixth Grade

  4. Principles for Development (p. 80) • Children begin school with a great deal of mathematical knowledge. • The elementary school mathematics curriculum should be broadened. • Manipulatives are important tools in helping students represent mathematical situations • Paper-and-pencil calculation is only one strand in a well-balanced curriculum.

  5. Principles for Development • The teacher and curriculum are important in providing a guide for learning important mathematics • Mathematical questions and observations should be woven into daily classroom routines. • Assessment should be ongoing and should match the types of activities in which students are engaged. • Reforms should take into account the working lives of teachers.

  6. Principles for Development • Do you agree with these principles? • Do any stand out for you in some way? • Is there anything missing?

  7. Studies ofEveryday Mathematics UCSMP Studies • The Third Grade Illinois State Test • Mental Computation and Number Sense of Fifth Graders • Geometric Knowledge of Fifth- and Sixth-Grade Students Longitudinal Study • Multidigit Computation in Third Grade School District Studies • Hopewell Valley Regional School District

  8. The Third-Grade Illinois State Test (p. 84) • Illinois public schools (26 schools from 9 suburban districts) • All third grade students who had used EM • Illinois Goal Assessment Program (IGAP) • Compared mean test scores to mean state scores and mean Cook County scores.

  9. The Third-Grade Illinois State Test (p. 86) • Describe the results of the study • Consider • Mean score comparison • Low-income populations • State goals

  10. Mental Computation and Number Sense of Fifth Graders (p. 86) • 78 students in four fifth-grade classes who were using EM • Had used EM since kindergarten • 3 suburban, 1 urban • Compared to 250 students from a mental math study by Reys, Reys, & Hope (1993)

  11. Mental Computation and Number Sense of Fifth Graders (p. 88) • 25 items • Range of mathematical operations and computational difficulty • Problems read orally or presented visually on an overhead • Calculations done mentally • 8 seconds to record answers on a narrow strip of paper

  12. Mental Computation and Number Sense of Fifth Graders (p. 89) • Look at table 4.1 • Which questions were missed the most? Why? How would you solve the problems? • Which problems showed the greatest discrepancy between the two groups? Why? How would you solve the problems?

  13. Geometric Knowledge of Fifth-and Sixth-Grade Students (p. 90) • 6 classes using sixth-grade EM • 4 classes using fifth-grade EM • from 6 districts (4 Illinois, 1 Pennsylvania, 1 Minnesota) • 3 suburban, 2 rural, 1 urban • All students used EM since K

  14. Geometric Knowledge of Fifth-and Sixth-Grade Students (p. 90) • Ten comparison classes • 6 at sixth grade • 4 at fifth grade • Matched the EM schools on location and socioeconomic status • Used traditional texts

  15. Geometric Knowledge of Fifth-and Sixth-Grade Students (p. 93) • Looking at Figure 4.6 on page 93. Notice that EM fifth-grade students outperformed the comparison sixth-grade students on both the pretest and the posttest. • Why do you think this occurred?

  16. Longitudinal Study (p. 95) • Commissioned by NSF (1993) • Northwestern University • Began with 496 first-grade students who were using EM • Five school districts (Urban & suburban Chicago, Rural district in Pennsylvania) • Schools planned on adopting EM K-5

  17. Longitudinal Study (p. 96) • In the second year of the study EM second-grade students scored lower on standard computational problems when compared to Japanese second-grade students. • So, the researchers looked at multidigit computation in third grade the following year.

  18. Longitudinal StudyMultidigit Computation in Third Grade • Look at Table 4.3 on page 98. • Why do you think the EM group did not show a significantly higher difference on the standard computational problems when compared with the NAEP group? (Problems #3, #5, #6, #7) • What else do you notice about the results?

  19. Hopewell Valley Regional School District Study (p. 99) • 500 students in three schools • Compared fifth-grade students (1996) who had never used EM to fifth-grade students (1997) who had used EM since second grade • Two standardized tests • Comprehensive Testing Program (CTP III) • Metropolitan Achievement Test (MAT7)

  20. Hopewell Valley Regional School District Study (p. 102) • What were the results of the study? • What does Figure 4.8 tell us?

  21. Conclusions • EM students perform as well as students in more traditional programs on traditional topics such as fact knowledge and paper-and-pencil computation. • EM students use a greater variety of computational solution methods • EM students are stronger on mental computation

  22. Conclusions • EM students score substantially higher on non-traditional topics such as geometry, measurement, and data. • EM students perform better on questions that assess problem-solving, reasoning, and communication.

  23. One Final Question • What further studies would you suggest?

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