A week ago, I was contacted by a Louisiana parent whose child was subjected to a K – 6 math “curriculum” developed by the University of Chicago Mathematics project and published by McGraw Hill, Everyday Mathematics. Three editions of Everyday Mathematics have been released, the most recent in 2007.
A major flaw with Everyday Mathematics is the teaching of inefficient mathematical algorithms (the formulas and sequential steps one uses in order to perform a math problem). In general, the kids don’t master mathematical operations; instead, they become steeped in confusing procedures. Everyday Mathematics is also calculator-dependent. This Seattle blogger notes particular deficits of the supposedly-CCSS-aligned curriculum that in 1999 was rejected outright by the math and science communities:
Almost as soon as the first edition was released, it became part of a nationwide controversy over reform mathematics. In October 1999, US Department of Education issued a report labeling Everyday Mathematics one of five “promising” new math programs. The perceived endorsement of Everyday Mathematics and a number of other textbooks by an agency of the US government caused such outrage