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Afterschool Curriculum Choice: Mathematics Resources
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Curriculum Details for
Everyday Math

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Program
Description
Practitioner Expert
Review
Content Expert
Review
Everyday Math
Publication Date: 1988
Grade Level: K–6
Content Focus: Math
Costs: $240 for Classroom Resource Package (student materials sets, manipulatives, and a broad array of additional resources can be purchased separately)
The costs shown were accurate at the time of the review. Please check the publisher's web site for current prices.
Developer Contact Information
Wright Group/McGraw-Hill
130 East Randolph, Suite 400
Chicago, IL 60601
800-382-7670

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Design Summary

Everyday Math is a school-based math curriculum that can be used afterschool, using worksheets, math drills, hands-on activities, and games for applying math skills and teaching concepts. Lessons can be differentiated to accommodate various learning levels. The teacher’s guide offers in-depth guidance on how to present material in different ways and individualize his or her approach.

Curriculum materials include a teacher lesson guide, math journals, student reference books, home connection handbook, posters, assessment materials, and other components.

Costs and Staff Training

Costs vary depending on what curriculum pieces are ordered. Classroom Resource Package costs $240 per grade. Student materials sets, manipulatives, and a broad array of additional resources can be purchased separately. More information is available at their website: www.wrightgroup.com. A certain amount of training is included with the cost of purchasing the materials. Consultants will be sent to the program site for training that can range from 1-3 days. Additional professional development opportunities are available for an extra cost.

Staff Qualifications

It is recommended that a trained classroom teacher implement Everyday Math. Practitioner expert review suggests that a background in math is not necessary, as the curriculum is specific enough that one can do an adequate job even without deep knowledge of the topic. Content expert reviews suggest that instructors need to be able to make decisions about student learning, and be ready to learn themselves.  The curriculum supports this by including embedded professional development to assist with this process.

Standards Alignment

  • National: National Council of Teachers of Mathematics (NCTM)
  • State: Aligns with most state standards

Research Base

Everyday Mathematics is based on an extensive body of mathematics education research. This includes the authors’ own research into children’s mathematical thinking, as well as systematic studies of the mathematics education research literature for curriculum content and effective classroom practices.  The procedures used to create research-based programs should ensure that every lesson works in actual classrooms. Everyday Mathematics was created in a process of systematic field-testing and revision that lasted from 1986 to 1996.   The subsequent editions of Everyday Mathematics build on the tradition of research, teacher feedback, and student success. The authors continue to update the program as new studies and research on instructional methods become available.


Evaluation Details

Both independent and internal evaluations have been conducted, with positive results.

Overall Strengths/Overall Challenges

Strengths
  • Instructor could have little background in math and still adequately deliver material if follow curriculum exactly.
  • Covers breadth of material; sets strong foundation in math.
  • Addresses multiple learning styles with younger grades, comes at material from different angles.
  • Connects math to real world
  • Includes math routines, centers, games, projects, and family connections.
  • Activities and structure are promising practices in mathematics.
  • Lessons connect with other academic areas.
Challenges
  • Would be optimal if the school day classroom and afterschool program could coordinate when using this program.
  • Curriculum is not scripted, the flexibility could be problematic for instructors who are not comfortable making decisions to guide student learning.
  • May sacrifice classical learning, fundamentals such as memorization of times tables.
  • Does not teach abstract thinking, which students will need for higher math.


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