Everyday Math is something I am familiar with, but I have never used it in a classroom or seen it in action. The school I use to teach at adopted it while I was there, and at the time I didn't hear any complaints. However, recently in a meeting I was in, a faculty member voiced concern over the "scripted" curriculum programs in Math and Reading. This made me wonder, are these outside curriculum programs helpful or harmful?
In my opinion "scripted" curriculum programs could be beneficial for some new teachers or as a resource for teachers who need new methods. But, I could also see it as being harmful if teachers don't really understand the algorithms and are simply going through the motions. Thus not really helping the students to understand the meaning of why they are doing what they are doing and in turn, also just going through the motions.
When googling "Everyday Math" it is obvious that this is a big money maker. The top 8 results bring you to the everyday math website and the webpage has a very corporate feel to it. Everything is clearly identified as being from the University of Chicago. Everyday Math's website provides the research behind the program. Just to give you a little history on Everyday Math, it was founded in 1983 and first published in 1985 by Wright/McGraw-Hill. According to their website nearly 3 million students worldwide are using Everyday Math and it is taught in 185,000 classrooms, in all 50 states. The materials are even available in Spanish.
There are many blogs out there created by parents that complain about Everyday Math. I was able to find a blog in which a high school teacher supports the use of Everyday Math.
Ohio Parents complain
http://news-herald.com/articles/2011/02/15/news/nh3645697.txt?viewmode=default
Teach Students Not Programs
http://www.transleadership.net/?p=703
So it does sound like this is a heated topic for many schools, but it makes me still wonder is it good or bad. I was able to find research backing it effectiveness, but unable to find any solid research proving its ineffectiveness.
In the end I think it is how teachers use it that determines how harmful or helpful it is. Everyday Math has became popular for obvious reasons. I am sure many schools see it as a solution for low math scores. But I don't think any problem has an easy quick fix solution. Everyday Math could be beneficial for many schools, but I don't think it should be viewed as the one solution for our schools with poor performance in math.
I think I answered the same question but I am glad that, while agreeing, we do it differently. I find the biggest problem with programs such as these is often the implementation of the program. I think teachers really have to know what they are doing to teach some of these programs. And in math, we don't always have lower elementary teachers who love to teach math.
ReplyDeleteI guess the simple answer is that it is the teacher's job to learn the material whether it is scripted or not. I've seen some Everyday Math material and it seems logical, and I am told it is fairly comprehensive and covers all the important points. If it includes the proper material, then the teacher has a good base to work with. Ultimately, it is still the teacher's job.
ReplyDeleteI've taught using Everyday Math at the Kindergarten, grade 1 and grade 2 level. At first I wasn't excited about it, being a "scripted" program. But, one year as I was teaching first grade and studying best teaching practice in literacy using a model of gradual release of responsibility, or co-construction model of teaching and learning, I came to realize that it's not about the program...it's about good instruction. I began to see the EM program in a whole new light--as a tool or resource I could use to make sound instructional decisions. EM is a research-based program, and lends itself to great teaching and learning, but I agree with Cathy--it's all dependent upon what the teacher understands about the material as well as his/her students needs.
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