|
|
 |
| Making Math Fun! |
|
History of Everyday Mathematics
During the 1980s, a consensus emerged among mathematics educators about how best to teach mathematics to children in school. The NCTM Standards (1989) expressed that consensus and communicated it to a broader audience. Everyday Mathematics is based largely on the same body of research that led to the Standards consensus. Computerized adaptive testing grew out of traditional achievement level testing. Achievement level tests are built around a specific set of goals in a subject area, while computerized adaptive tests adjust to the student’s performance on each individual question and are typically based on curriculum. Modern technology and adaptive item selection increase the possibilities for more accurate measurement of student achievement.
The initial drafting of the Everyday Mathematics materials began with Kindergarten in the mid-1980s. The draft materials were written and field-tested one grade at a time. A large number of student achievement studies for students using Everyday Mathematics have been conducted. Four principal groups have carried out these studies. The elementary and evaluation components of UCSMP. carried out a five-year longitudinal study of the curriculum, individual schools and districts using the curriculum, and independent researchers.
On traditional topics, such as fact knowledge and paper-and pencil computation, Everyday Mathematics students perform as well as students in more traditional basal programs. However, Everyday Mathematics students use a greater variety of computation methods and are especially strong on mental computation.
On topics that have been underrepresented in the elementary curriculum, such as geometry, measurement, algebra, problem solving, reasoning, and communication, Everyday Mathematics students score substantially higher than students in more traditional programs. Total mathematics achievement typically increases significantly following the adoption of the curriculum.
A key belief in Everyday Mathematics is that problems can (and should) be solved in more than one way. Providing several alternative algorithms for each operation affords flexibility. An algorithm is a step-by-step procedure designed to achieve a certain objective in a finite time, often with several steps that repeat or “loop” as many times as necessary. The most familiar algorithms are the elementary school procedures for adding, subtracting, multiplying, and dividing, but there are many other algorithms in mathematics. One-size-fits- all approach may work for many students, but the goal in Everyday Mathematics is to reach all students. One algorithm may work well for one student, but another algorithm may be better for another student. Presenting several alternative algorithms gives the message that mathematics is a creative field. In today’s rapidly changing world, people who can break away from traditional ways of thinking are especially valuable.
|
|
|
 |
| Looking for all the angles. |
|
Looking at Everyday Math using Level Testing
NWEA, a not-for-profit organization formed in the early 1970"s, is committed to developing lasting partnerships with school districts across the country to make a difference in individual student learning. NWEA MAP tests provide valuable information for improving student learning. Test results can be used to analyze the effectiveness of curriculum, instructional programs and resources. Student results are reported on an achievement scale called a RIT scale. Student academic growth can be charted from fall to spring and year to year. The assessments render an accurate scale score, called a RIT Score, for every student regardless of age, grade level, or prior level of achievement. The RIT Scale is a curriculum scale developed by NWEA that uses the individual item difficulty values to estimate student achievement. Advantages to the RIT Scale are that it can relate the numbers on the scale directly to the difficulty of items on the tests and it is equal interval. Equal interval means that the difference between scores is the same regardless of whether a student is at the top, bottom or middle of the RIT Scale, and it has the same meaning regardless of grade level. All of the tests developed by NWEA use the RIT (Rasch Unit) scale to describe student achievement and student growth. The RIT score relates directly to the curriculum scale for each subject area. Scores range from around 150 to 300, with students typically starting out in the 150-190 level in third grade. The scores then typically progress to 240-300 by high school.
Computerized Measures of Academic Progress (MAP) combine the benefit of technology with the integrity of our level tests. While an individual student is taking a computerized adaptive test, the program customizes the test to the student's achievement level. MAP is a system that allows each student to receive a unique test, which is dynamically developed for him or her as the test is being administered. MAP offers unparalleled efficiency, flexibility, and most important, improved measurement precision. It is a key component of any comprehensive assessment program. |
|
|
This Everyday Math website is the Capstone Project for a
Master's in Educational Technology from Northern Arizona University.
Created by Cathy Burg for the parents, students and employees of
Amphitheater School District and Painted Sky Elementary School.
© 2003-2008 All Rights Reserved
This site last updated January 30, 2008
|
| New! Everyday Math Online Activities |
|
Look for more information on the new online enhancement to Painted Sky's Everyday Math program.
Everyday Math is now online!
|
