Everyday Mathematics

Larger View The constructivist classroom encourages teamwork and cooperation among students. Larger View Math information nights encourage parents to get involved with their child's math learning. Larger View Teachers attend trainings throughout the year to enhance their instruction in math. Larger View Students learn multiple ways to solve problems.

Teachers in the Avon Primary School over the past several years have been teaching mathematics utilizing the Everyday Math program.  This program is a research-based curriculum developed by the University of Chicago School Mathematics Project.

The University of Chicago School Mathematics Project or UCSMP was founded in 1983 during a time of growing consensus that our nation was failing to provide its students with an adequate mathematical education. The goal of this on-going project is to significantly improve the mathematics curriculum and instruction for all school children in the U.S.

Development of Everyday Mathematics began with a research phase. During this phase, the authors of the curriculum reviewed a rich body of existing research on children's mathematical thinking and on curriculum and instruction. They also interviewed hundreds of K-3 children and surveyed instructional practices in other countries. Based on their findings, the authors established several basic principles that have guided the development of Everyday Mathematics. These principles are:

1.       Students acquire knowledge and skills, and develop an understanding of mathematics from their own experience. Mathematics is more meaningful when it is rooted in real life contexts and situations, and when children are given the opportunity to become actively involved in learning. Teachers and other adults play a very important role in providing children with rich and meaningful mathematical experiences.

2.       Children begin school with more mathematical knowledge and intuition than previously believed. A kindergarten through six grade curriculum should build on this intuitive and concrete foundation, gradually helping children gain an understanding of the abstract and symbolic.

3.      Teachers, and their ability to provide excellent instruction, are the key factors in the success of any program. Previous efforts to reform mathematics instruction failed because they did not adequately consider the working lives of teachers.

There are a number of features that distinguish the Everyday Mathematics curriculum. These include:

• Real-life Problem Solving
  Everyday Mathematics emphasizes the application of mathematics to real world situations. Numbers, skills and mathematical concepts are not presented in isolation, but are linked to situations and contexts that are relevant to everyday lives. The curriculum also provides numerous suggestions for incorporating mathematics into daily classroom routines and other subject areas.
• Balanced Instruction
  Each Everyday Mathematics lesson includes time for whole-group instruction as well as small group, partner, or individual activities. These activities balance teacher-directed instruction with opportunities for open-ended, hands-on explorations, long-term projects and on-going practice.
• Multiple Methods for Basic Skills Practice
  Everyday Mathematics provides numerous methods for basic skills practice and review. These include written and choral fact drills,mental math, routines, practice with fact triangles (flash cards of fact families), daily sets of review problems called math boxes, homework, timed tests and a wide variety of math games.
• Emphasis on Communication
  Throughout the Everyday Mathematics curriculum, students are encouraged to explain and discuss their mathematical thinking, in their own words. Opportunities to verbalize their thoughts and strategies give children the chance to clarify their thinking and gain insights from others.
• Enhanced Home/School Partnerships
  For grades 1-3, daily Home Links provide opportunities for family members to participate in the students' mathematical learning. Study Links are provided for most lessons in grades 4-6, and all grades include periodic letters to help keep parents informed about their children's experience with Everyday Mathematics.
• Appropriate Use of Technology
  Everyday Mathematics teaches students how to use technology appropriately. The curriculum includes many activities in which learning is extended and enhanced through the use of calculators. At the same time, all activities in which calculators would function simply as crutches for basic computation are clearly marked with  a "no calculator" sign.

We believe at Avon Primary School that it is crucial to begin laying the groundwork for mathematical literacy at an earlier age than offered in traditional programs. Based on their own research, and other supporting research, the authors of Everyday Math also firmly believe that children are capable of learning a great deal more than previously expected. For this reason the scope of the K-4 Everyday Mathematics curriculum includes the following mathematical strands:

• Algebra and Uses of Variables
• Data and Chance
• Geometry and Spatial Sense
• Measures and Measurement
• Numeration and Order
• Patterns, Functions, and Sequences
• Operations
• Reference Frames

For additional information about the Everyday Mathematics program visit the University of Chicago by clicking here.

SchoolWorld
© 2010 - Privacy Statement
School Websites