They should be very worried.
Curriculum Coordinator Heather Cummings said that the Everyday Math curriculum, introduced this year, is still being worked in by teachers, and that there would be a learning curve before teachers could feel comfortable with it.
"It is a language-based program, so for those students who might struggle with that, we are working with teachers to deal with the issues," she said.
Since when did math become "language-based" and more importantly, why? The fact that math is NOT language based is what so many children love about math. When I say language based, I'm NOT referring to word problems. Word problems are good. Word problems are math. By language-based I'm talking short answer response and essays about math. Why?
What happens to the children of Everyday Math while their teachers struggle with this "learning curve" anyway? In the meantime, they don't get through all the modules so that material is not covered at all and the children lose mathematics skills along the way. How is this acceptable? Apparently the plan is to plug the gaping holes left in sixth grade when the children get to seventh grade. Are you kidding me?
In the face of all we know about Everyday Mathematics, the human brain, and the results of those students who have gone through the program only to need remediation, why oh why do districts keep adopting Everyday Math? When will the madness end?
In the meantime, what happens to these children who don't even know what they're missing? What they are missing is rigorous mathematics that makes sense.
Source: The Citizen of Laconia, Math technology showcased at Belmont Shaker meeting