Achievement Results for Second and Third Graders Using the Standards-Based Curriculum Everyday Mathematics

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  • 1 Northwestern University

Students using Everyday Mathematics (EM), developed to incorporate ideas from the NCTM Standards, were at normative U.S. levels on multidigit addition and subtraction symbolic computation on traditional, reform-based, and EM-specific test items. Heterogeneous EM 2nd graders scored higher than middle- to upper-middle-class U.S. traditional students on 2 number sense items, matched them on others, and were equivalent to a middle-class Japanese group. On a computation test, the EM 2nd graders outperformed the U.S. traditional students on 3 items involving 3-digit numbers and were outperformed on the 6 most difficult test items by the Japanese children. EM 3rd graders outscored traditional U.S. students on place value and numeration, reasoning, geometry, data, and number-story items.

Contributor Notes

Karen C. Fuson, Professor, School of Education and Social Policy, Northwestern University, 2115 N. Campus Drive, Evanston, IL 60208-2610; fuson@nwu.edu

William M. Carroll, St. Ignatius School, 1076 Roosevelt Road, Chicago, IL 60608; carroll_w@ignatius.org

Jane V. Drueck, 1928 Chestnut Avenue, Wilmette, IL 60091

(Corresponding author is Fuson fuson@nwu.edu)(Corresponding author is Carroll carroll_w@ignatius.org)
Journal for Research in Mathematics Education

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