NYC has inflicted an NCTM math program that goes by the name of “Everyday Math” into its K-12 curriculum. The research that justifies this program consists of papers such as the following two ...
On the other hand, Kamii and others demonstrated that students are capable of inventing their own effective and meaningful methods for computation (Kamii, 1985; Madell, 1985; Kamii & Joseph, 1988; Cobb & Merkel, 1989; Resnick, Lesgold, & Bill, 1990; Carpenter, Fennema, & Franke, 1992). Furthermore, these experiences were found to improve understanding of place value and enhance estimation and mental computation skills.
Well, that certainly sounds reasonable. Until we remember that “inventing their own effective and meaningful methods for computation” means adding 21 up sixty-four times.
It is also clear that the time saved by reducing attention to such computations [“complicated” paper-and-pencil computations] in school can be put to better use on such topics as problem solving, estimation, mental arithmetic, geometry, and data analysis (NCTM, 1989).
Again, that sounds reasonable for about two seconds. Until you ask yourself how someone who is unable to perform “complicated” (and the NCTM uses this term loosely) paper-and-pencil computations can perform mental arithmetic or data analysis.
Now, instead of reading all this eduspeak, I urge you to read one teacher’s experience with this curriculum.
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