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What Works Clearinghouse


Intervention: Everyday Mathematics
Intervention: Everyday Mathematics
Revised April 30, 2007

Overview

Everyday Mathematics, published by Wright Group/McGraw-Hill, is a core curriculum for students in kindergarten through grade 6 covering numeration and order, operations, functions and sequences, data and chance, algebra, geometry and spatial sense, measures and measurement, reference frames, and patterns. At each grade level, the Everyday Mathematics curriculum provides students with multiple opportunities to learn concepts and practice skills. Across grade levels, concepts are reviewed and extended in varying instructional contexts. The distinguishing features of Everyday Mathematics are its focus on real-life problem solving, student communication of mathematical thinking, and appropriate use of technology. This curriculum also emphasizes balancing different types of instruction, using various methods for skills practice, and fostering parent involvement in student learning.

Research

Four studies of Everyday Mathematics met the What Works Clearinghouse (WWC) evidence standards with reservations. These studies included a total of approximately 12,600 students in grades 3–5 from a range of socioeconomic backgrounds and attending schools in urban, suburban, and rural communities in multiple states.1

The WWC considers the extent of evidence for Everyday Mathematics to be medium to large for math achievement.

Effectiveness

Everyday Mathematics was found to have potentially positive effects on students' math achievement.

  Math achievement
Rating of effectiveness Potentially positive effects
Improvement index2 Average: +6 percentile points
Range: -7 to +14 percentile points
 
1 The evidence in this report is based on available research. Findings and conclusions may change as new research becomes available.
2 These numbers show the average and the range of student-level improvement indices for all findings in three out of four studies that met the WWC standards with reservations. The student-level improvement index for the fourth study could not be computed.

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