Q. What is "Everyday Math"?
A. "Everyday Math" is the brand name of a Math curriculum developed at the University of Chicago and distributed by McGraw-Hill. It is also known as "Chicago Math" or "new, new math."
Q. What is "Everyday Math" about?
A. It is considered a "standards-based curriculm." I have no idea what that means or what it is in contrast to. There a lots of web resources with more information about the program, including the Everyday Math web site. See more resources below.
Q. Is "Everyday Math" a good program?
A. This seems to be a topic of great controversy. Many people love it. Many people hate it. There is a wide spectrum of opinions in between. The best answer is probably, "It depends."
Q. What is the success or failure of "Everyday Math" dependent on?
A. There is no clear answer. The appropriateness and success of the program seem to depend on the student, the teacher, the parents, and the adminstration. Some children will thrive and appreciate its approach. Others will not. The important thing is for parents and teachers to be aware of the program strengths and weaknesses, and customize their approach for individual students?
Q. Is "Everyday Math" in use in all grades for all students?
A. The program is a K-6 program. It is being used in grades K, 1, and 2. It is being piloted in grades 3 and 4 in 2003-2004. It will be piloted in grades 5 and 6 in 2004-2005. It will be fully implemented in grades K-6 in 2005-2006.
Q. What is the pilot program about? Why a pilot?
A. The pilot program is designed to use the "Everyday Math" curriculum in half (a quarter?) of the grade 3 and 4 classes in 2003-2004. It is being piloted to give students, teachers, and administrators a chance to try it out before full implementation. Also, the cost of acquiring materials is being spread over multiple years. (My reading of the budget is that materials are about $50K/year being phased in, so they didn't want to spend $100K this year and deferred part of the cost.)
Q. Won't my child suffer if he or she is not in the program or if he gets switched in or out of the program during the pilot phase?
A. That is a good question. Some kids do better in Everyday Math, but some do worse. Regardless, all teachers are instructed to differentiate their teaching to fit a child's needs. Furthermore, even children not in the Everyday Math pilot classes learn the same material, albeit perhaps in a different order or in different ways. The same math concepts apply regardless. Both the old and new math programs are designed to teach kids to add, subtract, etc. Everyday Math has a heavier emphasis on critical thinking and a lesser emphasis on drilling and rote memorization, but every student and teacher will make adjustments that best fit the child's needs.
Q. What about grades 7-12?
A. TBD.
Q. Who is in charge of the Math curriculum in Montgomery?
A. Christine Burton. Her email is cburton@mtsd.k12.nj.us
Q. I don't understand the new math. Where can I learn how to help my child?
A. TBD.
Q. Where can I get the books that my child is using in class?
A. TBD.
Q. Where can I get the auxilliary materials, games, and teacher guides associated with the program?
A. TBD
Q. How do I know what my child is supposed to learn each year?
A. The curriculum include "guideposts" that are a list of goals for each grade (by month). The guideposts for each grade are available from [TBD.]
Q. What if my child is struggling in math?
A. The Everyday Math program is designed to "spiral" meaning that they revisit concepts repeatedly from different angles. This should give all students a chance to learn the appropriate concepts. If your child is still struggling. talk with your child's teacher and/or the school adminstration or Christine Burton. Consider outside resources such as Kumon. (http://www.kumon.com). The Everyday Math resources give sugestions for doing math at home with your kids.
Q. What if my child is bored in math?
A. The Everyday Math program is allegedly designed to let children move ahead at their own pace, but this seems to depend on the teacher too. The teacher might not realize your child is bored, so talk to the teacher. Also consider outside resources such as Math club or Kumon. The Everyday Math resources give sugestions for doing math at home with your kids.
Q. This new math seems like a bunch of crap. Is there an alternative?
A. Take some time to educate yourself about the program and talk to your child and your teacher about how to make it best work for your child. But if you are still unhappy with the program, one point of Montgomery Parents web site is to help parents organize and exert pressure on the administration to be responsive.
Q. How is the success of the program going to be evaluated?
A. TBD.
Q. Is "Everyday Math" a new program?
A. It has been around for 20 years, originally published in 1983.
Q. How was the decision made to implement the Everyday Math curriculum?
A. TBD. Based on the Board's mandate to revise the curriculum in all areas over five years, the process went something like this:
Q. What are some of the objections to "Everyday Math"?
A. It emphasizes learning concepts over learning facts. Kids might not memorize their addition and multiplication tables as early or as readily. Some criticize the reliance on calculators. Others dislike the algorithms. See the following URLs: TBD
Q. Aren't the algorithms too lengthy?
A. In my opinion, yes. However, you have to distinguish between algorithms used to learn or reinforce concepts versus those used on, say, a timed test to calculate the answers. It is best for students to learn in a way they understand/appreciate. But in my opinion, they also need to be taught the fastest way to solve a problem once they understand the concept.
Q. I'm still confused.
A. Submit your questions to bruce@montgomeryparents.org or cburton@mtsd.k12.nj.us. We'll also be updating this page with additional information.