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

Article Abstract:

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.

Research Citation:

Fuson, K. C., Carroll, W. M., & Drueck, J. V. (2000). Achievement results for second and third graders using the standards-based curriculum Everyday Mathematics. Journal for Research in Mathematics Education, 31(3), 277-295.