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ERIC Number: ED493437
Record Type: Non-Journal
Publication Date: 2006-Sep-14
Pages: 16
Abstractor: ERIC
Reference Count: 63
ISBN: N/A
ISSN: N/A
Everyday Mathematics. What Works Clearinghouse Intervention Report
What Works Clearinghouse
"Everyday Mathematics," published by Wright Group/McGraw-Hill, is a core curriculum for students in kindergarten through grade 6 covering numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns. At each grade level, the "Everyday Mathematics" curriculum provides students with multiple opportunities to learn concepts and practice skills. Across grade levels, concepts are reviewed and extended in varying instructional contexts. The distinguishing features of "Everyday Mathematics" are its focus on real-life problem solving, student communication of mathematical thinking, and appropriate use of technology. This curriculum also emphasizes balancing different types of instruction, using various methods for skills practice, and fostering parent involvement in student learning. Four studies of "Everyday Mathematics" met the What Works Clearinghouse (WWC) evidence standards with reservations. These studies included a total of approximately 12,600 students in grades 3-5 from a range of socioeconomic backgrounds and attending schools in urban, suburban, and rural communities in multiple states. "Everyday Mathematics" was found to have potentially positive effects on students' mathematics achievement. Appended are: (1) Study Characteristics: Carroll, 1998 (Quasi-Experimental Design); (2) Study Characteristics: Riordan & Noyce, 2001 (Quasi-Experimental Design); (3) Study Characteristics: Waite, 2000 (Quasi-Experimental Design); (4) Study Characteristics: Woodward & Baxter, 1997 (Quasi-Experimental Design); (5) Outcome Measures in the Mathematics Achievement Domain; (6) Summary of Study Findings Included in the Rating for the Mathematics Achievement Domain; (7) Summary of Subtest Findings in the Mathematics Achievement Domain; and (8) Rating for the Mathematics Achievement Domain. (Contains 19 footnotes.) [This publication was produced by the What Works Clearinghouse. The following studies were reviewed in this intervention report: (1) Carroll, W. M. (1998). Geometric knowledge of middle school students in a reform-based mathematics curriculum. "School Science and Mathematics," 98(4), 188-197; (2) Riordan, J., & Noyce, P. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. "Journal for Research in Mathematics Education," 32(4), 368-398; (3) Waite, R. (2000). A study of the effects of "Everyday Mathematics" on student achievement of third-, fourth-, and fifth- grade students in a large North Texas Urban School District. Unpublished doctoral dissertation, University of North Texas, Denton; and (4) Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low achieving students in inclusive settings. "Exceptional Children," 63(3), 373-388.]
What Works Clearinghouse, 2277 Research Boulevard, MS 6M, Rockville, MD 20850. Web site: http://www.whatworks.ed.gov/.
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A