Stillmeadow Elementary School

Everyday Mathematics began with the premise that students can, and must, learn more mathematics than has been expected from them in the past.  This premise is based on research the UCSMP author team undertook prior to writing the curriculum.  Following are some major findings for this research:

• The typical U.S. mathematics curriculum is arithmetic-drive, slow-paced with isolated instruction, and broad, without depth of content.
• International studies show that U.S. students learn much less mathematics than students in other countries.
• Children are capable of learning more mathematics in a richer curriculum.
• All children can be successful mathematical thinkers.
• Mathematics is meaningful to children when it is varied, rich, and rooted in real-world problems and applications.

**From 2007 Everyday Math and The University of Chicago School Mathematics Project.  Wright Group/McGgraw Hill

The Everyday Mathematics instructional design was carefully crafted to capitalize on student interest and maximize student learning.

• High expectations for all students
• Concepts and skills developed over time and in a wide variety of contexts
• Balance among mathematical strands
• Dynamic applications
• Multiple methods and strategies for problems solving
• Concrete modeling as a pathway to abstract understanding
• Collaborative learning in partner and small-group activities
• Cross-curricular applications and connections
• Built-in professional development for teachers

Number and Numeration Strand

• Understand the meanings, uses, and representations of numbers
• Understand equivalent names for numbers
• Understand common numerical relations

Operations and Computation Strand

• Compute accurately
• Make reasonable estimates
• Understand meanings of operations

Data and Chance Strand

• Select and create appropriate graphical representations of collected or given data
• Analyze and interpret data
• Understand and apply basic concepts of probability

Measurement and Reference Frames Strand

• Understand the systems and processes of measurement; use appropriate techniques, tools, units, and formulas in making measurements
• Use and understand reference frames

Geometry Strand

• Investigate characteristics and properties of two- and three-dimensional geometric shapes
• Apply transformations and symmetry in geometric situations

Patterns, Functions, and Algebra Strand

• Understand patterns and functions
• Use algebraic notation to represent and analyze situations and structures