Everyday Math

It is very language based so difficult for kids with language based LDs.

Beth

it’s full of language, and doesn’t stick with a topic long enough for mastery. The “spiral” idea is fine in theory and quite possibly in practice for lots of kids, but doesn’t work out well for our kiddos.

If started in an early grade, kids may get the language and format of the program. However, the basic facts are not taught to mastery and for children who take longer to grasp concepts, the leave-it-and-move-on philosophy is not fair and frustrating.

I have to disagree. I have expressed my opinion before on this board and got blasted for it, but here goes.

If it starts from Kindergarten, like it is designed to (it is a K-6 program) it is very successful! If you start the program any later it will not work. Like anything else, it is essential to follow the program as it was designed. If you pick it up somewhere else down the line, it will not make sense.

My two LD boys have been extremely successful using Everyday Math as their program in school. I don’t see where the “heavy language” complaints comes from. It is very hands on, games, and yes, there are word problems but that IS MATH IN THE EVERYDAY WORLD, RIGHT?

Everyday Math is based on the fact of what we were told as kids, you will use math every day of your life. Our experience with it has been very positive. It is the ONLY thing I am happy with in our curriculum.

The thing I would caution you on is this. And this causes great upset with those who don’t like the program. It is not your basic math, drive home and hammer kids with math drills the old-fashioned way. There are not flashcards like we old timers are used to, but there are fact family flash cards which I feel are very helpful. And you do have to practice them at home just like regular flashcards. And the comment about not sticking to one concept long enough is inaccurate. Yes, they do jump around, to keep kids interested I believe, but they constantly go back throughout the course of the program and apply the concepts in different ways.

This program is also BIG on giving kids OPTIONS for doing math. As I can tell you from my own childhood experience with math, one way of doing a problem is not the only way! Everyday Math gives kids different ways to try to solve problems which is critical, especially for LD kids.

Like I said, my LD kids have been very successful with Everyday Math. I think just like everything else, depending on what your child’s strengths and weaknesses are, results will vary.

I like it though and do not agree with the nay-sayers. Try looking it up on their website. Don’t remember if its everydaymath.com or under the University of Chicago Math program.

Word of advice: if you read the parent letters that come home as each thing is introduced you will come to understand what is happening and I think you might like it too. Good Luck!

I have to disagree. I have expressed my opinion before on this board and got blasted for it, but here
goes.

If it starts from Kindergarten, like it is designed to (it is a K-6 program) it is very successful! If you
start the program any later it will not work. Like anything else, it is essential to follow the program as
it was designed. If you pick it up somewhere else down the line, it will not make sense.

My two LD boys have been extremely successful using Everyday Math as their program in school. I don’t
see where the “heavy language” complaints comes from. It is very hands on, games, and yes, there are
word problems but that IS MATH IN THE EVERYDAY WORLD, RIGHT?

Everyday Math is based on the fact of what we were told as kids, you will use math every day of your
life. Our experience with it has been very positive. It is the ONLY thing I am happy with in our
curriculum.

The thing I would caution you on is this. And this causes great upset with those who don’t like the
program. It is not your basic math, drive home and hammer kids with math drills the old-fashioned way.
There are not flashcards like we old timers are used to, but there are fact family flash cards which I
feel are very helpful. And you do have to practice them at home just like regular flashcards. And the
comment about not sticking to one concept long enough is inaccurate. Yes, they do jump around, to
keep kids interested I believe, but they constantly go back throughout the course of the program and
apply the concepts in different ways.

This program is also BIG on giving kids OPTIONS for doing math. As I can tell you from my own childhood
experience with math, one way of doing a problem is not the only way! Everyday Math gives kids
different ways to try to solve problems which is critical, especially for LD kids.

Like I said, my LD kids have been very successful with Everyday Math. I think just like everything else,
depending on what your child’s strengths and weaknesses are, results will vary.

I like it though and do not agree with the nay-sayers. Try looking it up on their website. Don’t remember
if its everydaymath.com or under the University of Chicago Math program.

Word of advice: if you read the parent letters that come home as each thing is introduced you will
come to understand what is happening and I think you might like it too. Good Luck!

I’m glad to hear it’s good points from somebody objective :) Sure sounds like it’s being done right where you are.

I know that there are some kids for which everyday math works fine. My oldest had it introduced in grade 4 and had no problem with it. I think that is because he is already talented in that area. My youngest child started with in kindergarten and had it straight through 4th grade. It was a total disaster for her. Her learning style is hands on and she has verbal issues which my older one did not. The worst thing about the program for her seemed to be the rapid spiraling and the fact that kids are expected to make connections and inferences for themselves through observation. She seems to require direct instruction and lots and lots of repetition. I have come to the conclusion that there are actually some kids who learn math best by learning a proceedure thoroughly BEFORE trying to understand it. It seems counterintuitive to me because I personally do not learn best that way, but it’s what seems to work best for her.

I don’t believe there is a packaged program or method in existance (and there probably can never be one) that will work well for every kid or even most kids. For kids witgh LDs it is imperative to consider each child individually.

I have had numerous parents call me and complain that this program does not teach basic math facts to proficiency. I personally have not reviewed the materials. Ken Campbell