I hear a lot of talk about Everyday Math. Some of the talk is good, and other talk...well, not so much. I've tried to analyze the basis for some of the "not so much" and I think I've categorized a lot of it into a group called misunderstood. I call it that, because I've sat on that "not so much" side as a middle school math teacher. I didn't understand it all. Here's the thing: If you think of Everyday Math as a curriculum, then it would be very disappointing. I actually don't know one resource that can serve as an entire curriculum. Everyday Math was never meant to serve as a math curriculum. It is a resource that we use to accomplish the goals that we have for our students' learning process. After doing a lot of research and listening to a lot of vendors, the district and county decided that it was a valued resource that included many components we desperately need to include in our classes: Hand-On Activities, Writing in Mathematics, Use of Math Tools, General Skill and Drill, Repetition, Computer Accessibility, Consumables, lessons that allow the teacher to act as a facilitator, and a consistency that weaves throughout grade levels. There were areas that needed improvement, like the spiral that didn't allow students a lot of time to retain information. However, the enactment guides improve the area of concern. This new flow allows you to actually teach units and provide time for repetition and increased retention. So...curriculum can be found in Atlas Rubicon. Everyday Math is the resource we use to teach it.
|
AuthorJuantonia Hill is the Math Instructional Coach for Southfield Public Schools. This blog represents the latest headline story inside of the monthly edition of Teacher Talk. Archives
March 2015
Categories |