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

Karen C. Fuson, William M. Caroll, Jane V. Drueck 

May 2000, Volume 31, Issue 3, Page 277

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.

Keywords:
Grade 2
Grade 3
Article
Curriculum
Teacher
Problems
Problem Solving / Problem Posing
Survey Studies
Representation
Number Patterns
Prime Numbers