Skip to main content
Implement for Impact
Search Find
Explore Methodology

Everyday Mathematics: A Core Curriculum to Improve Mathematics Achievement in Grades Pre-K-6. This response contains the exact name of the program (Everyday Mathematics) and a short summary of what the program is intended to target (improving mathematic

Add to Comparison

Intervention Details

Subjects

N/A

Academic Program

General Education

Duration

Full school year.

Grades

3, 4, 5

Personnel

General Education Teacher, Administrator

Intervention Summary

Everyday Mathematics is a core curriculum for students in grades pre-K-6 that targets mathematics achievement by providing students with multiple opportunities to reinforce concepts and practice skills. The curriculum focuses on real-life problem-solving, student communication of mathematical thinking, and the appropriate use of technology. It also emphasizes balancing different types of instruction, including collaborative learning, and fosters parent involvement in student learning. Everyday Mathematics introduces mathematical concepts in a variety of ways throughout the school year and consists of daily lesson plans that typically begin with a Math Message, followed by teacher-led discussions and hands-on group and individual activities. Additionally, students keep a journal to write about mathematical concepts and complete homework assignments that reinforce practical experience with mathematics. Teachers receive 40 hours of initial training on Everyday Mathematics and are provided with a Teacher's Resource Package that includes materials to support successful implementation of the program.

Statistical Finding Summary

Positive effect on math achievement. # Explanation: The document discusses a research study that evaluates the effectiveness of the Everyday Mathematics program on math achievement. The study found a statistically significant positive effect of the program on math achievement, as measured by the Texas Assessment of Academic Skills (TAAS) test. However, the WWC calculated that the effect was not statistically significant once corrections for clustering were made, but the effect size was substantively important. Therefore, the main statistical finding of the study is a positive effect on math achievement. # Note: The document also mentions that the study found no statistically significant negative effects, but this is not a statistical finding that can be summarized in the format requested. # Reminder: Double check that the excerpt supports your answer. Please let me know if you need any further assistance. Best regards, [Your Name]

Source

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2015). Everyday Mathematics®. Retrieved from https://ies.ed.gov/ncee/WWC/intervention/207.

Data Sample by Population

These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.

The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.