Efficacy Research
With over 25 years in classrooms, Everyday Mathematics has consistently been shown to be effective in increasing student achievement in a variety of measures as evidenced in these third-party studies.
Annotated Bibliography
A Study to Explore How Gardner's Multiple Intelligences Are Represented in Fourth Grade Everyday Mathematics Curriculum in the State of Texas.
M.A. The University of Texas at San Antonio, 2011.
A 4th grade Texas Everyday Mathematics curriculum, specifically the fractions unit, was utilized to investigate representation of Gardner’s Multiple Intelligences Theory in 4th grade mathematics. As a result, visual-spatial, bodily kinesthetic, interpersonal, and intrapersonal intelligences were well represented in the Texas Everyday Mathematics fractions unit.
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Public Access: None
Article Link: http://search.proquest.com.proxy.uchicago.edu/docview/893843425/fulltextPDF/A3D5C920F9B74DC1PQ/1?accountid=14657
Peer Reviewed: MA Thesis
An Action Based Research Study on How Using Manipulatives Will Increase Student's Achievement in Mathematics.
N.P. 2007 ERIC.
The purpose of this study was to investigate whether the use of Everyday Mathematics manipulatives bear positively on student achievement. The results reveal that students using manipulatives improved their level of achievement, increased their understanding, and promoted a positive attitude to mathematical concepts they previously struggled with.
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Public Access: Yes
Article Link: http://files.eric.ed.gov/fulltext/ED499956.pdf
Peer Reviewed: No
ARC Center Tri-State Achievement Study.
This study examined the performance of students using Everyday Mathematics and two other curricula. Results show that the average mathematics scores of students in classrooms using Everyday Mathematics are significantly higher than the average scores of students
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Public Access: Yes
Article Link: http://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centricity/Domain/35/ARC_Center_Tri-State_Achievement_Study.pdf
Peer Reviewed: No
Differentiating Instruction to Close the Achievement Gap for Special Education Students Using Everyday Math.
Ed.D Boston College, 2009.
This case study examined teacher collaboration and teacher change in elementary mathematics classrooms. Findings indicated that there was an increase of teachers’ use of differentiated instruction with Everyday Mathematics.
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Public Access: Yes
Article Link: http://dlib.bc.edu/islandora/object/bc-ir:101787
Peer Reviewed: Yes
Implementing a Curriculum Innovation with Sustainability: A Case Study from Upstate New York.
Ed.D State University of New York at Buffalo, 2008.
This case study examines a district-wide curriculum implementation of Everyday Mathematics over a decade. Results show that Everyday Mathematics meets internal criteria for sustainability and that school implementation requires a concerted effort.
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Public Access: No
Article Link: http://search.proquest.com/docview/250864966/previewPDF/9712A561369142A4PQ/1?accountid=14657
Peer Reviewed: No
Geometric Knowledge of Middle School Students in a Reform-Based Mathematics Curriculum.
School Science and Mathematics 98.4 (1998): 188-197.
In this study the geometric knowledge of fifth and sixth graders using Everyday Mathematics is compared to students using a “traditional” curriculum. On all measures the Everyday Mathematics students substantially outperformed their counterparts and nearly all differences were positively significant.
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Public Access: No
Article Link: http://onlinelibrary.wiley.com/doi/10.1111/j.1949-8594.1998.tb17415.x/epdf
Peer Reviewed: Yes
Mental Computation of Students in a Reform-Based Mathematics Curriculum.
School Science and Mathematics, 96.6 (1996): 305-311.
In this study, fifth graders in an Everyday Mathematics curriculum since kindergarten were given a test on mental computation. Students in this curriculum had a stronger performance than the comparison group on most problems.
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Public Access: No
Peer Reviewed: Yes
Use of Student Constructed Number Stories in a Reform-Based Curriculum.
The Journal of Mathematical Behavior 19.1 (2000): 49-62.
Twelve first grade classes using Everyday Mathematics were observed generating and solving addition and subtraction number stories. As a result, three-quarters of the teachers established explicit links between the stories and mathematical representations, with fewer than half representing the stories as numbers and equations.
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Public Access: Yes
Peer Reviewed: Yes
Teacher-Initiated Differentiation.
Teaching Children Mathematics, 19.3 (2012): 158-163.
Elementary school teachers in Seattle, WA are encouraged to adapt differentiated instructional practices in their math classrooms. The Everyday Mathematics curriculum has been this district’s core program since 2007. During the 2008-11 school-years, the district funded math coaches who identified how, with Everyday Mathematics, traditionally unsuccessful students made great strides in mastering math.
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Public Access: Yes
Article Link: http://eric.ed.gov/?id=EJ1001816
Peer Reviewed: Yes
Achievement Results for Second and Third Graders Using the Standards-Baseed Curriculum Everyday Mathematics.
Journal for Research in Mathematics Education. 31.3 (2000): 277-295.
Heterogeneous 2nd Grade US Students using Everyday Mathematics were shown to score higher than traditional heterogeneous 2nd Grade US students on 2 number sense items and matched on others. The EM group scored equivalently a middle-class Japanese group on these accounts. On the computation test, the EM 2nd graders outperformed traditional US students on 3 items involving 3-digit numbers and were outperformed on the 6 most difficult test items by Japanese children. EM 3rd graders outscored traditional US students on place value numeration, reasoning, geometry, data and number-story items.
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Public Access: No
Article Link: http://www.jstor.org/stable/749808?seq=1#page_scan_tab_contents
Peer Reviewed: Yes
An Investigation of Fourth Graders' Conceptual Understanding of and Procedural Fluency with Rational Numbers.
PhD University of Missouri - Saint Louis, 2007.
The purpose of this study was to compare two groups of fourth grade students' conceptual understanding and procedural fluency in the area of rational numbers Everyday Mathematics. Students in the EM group received the same instruction employing a set of lessons in which the constructivist approach was taught with the enhancement of a specific manipulative. [ The data indicated that the EM group showed significantly higher growth of procedural fluency than the control group.
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Public Access: No
Article Link: http://search.proquest.com/docview/304764388
Peer Reviewed: Yes
The Relationship between Third and Fourth Grade Everyday Mathematics Assessments and Performance on the New Jersey Assessment of Skills and Knowledge in Fourth Grade (NJASK/4).
EdD Seton Hall University, 2006.
This study investigated the relationship between performance on 3rd and 4th grade Everyday Mathematics assessments and performance on the New Jersey Assessment of Skills and Knowledge for grade 4 (NJASK/4) for 623 students. Findings indicated that there was a significant, moderate relationship between student performance on Everyday Mathematics assessments and NJASK/4 performance.
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Public Access: Yes
Article Link: http://scholarship.shu.edu/cgi/viewcontent.cgi?article=2693&context=dissertations
Peer Reviewed: Yes
The Impact of a Reform-Based Elementary Mathematics Textbook on Students' Fractional Number Sense.
Ed.D Widener Universit, 2009.
The purpose of this study was to determine the impact of Everday Mathematics on student's fractional number sense. […] Two-way ANOVAs were performed to determine if there was a significant difference by gender, economically disadvantaged students, or special education students based on the textbook series used. Results for the fifth grade assessment anchor showed three Everyday Mathematics school districts had a significantly higher mean than the paired traditional textbook school districts. Results for the sixth grade assessment anchor showed all four Everyday Mathematics school district had a higher means and all four means were significantly different than the traditional textbook district pairing. It can be concluded from these results that using the Everyday Mathematics textbook series does show significant difference in overall student achievement related to fractional number sense.
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Public Access: No
Article Link: http://search.proquest.com/docview/305139353/fulltextPDF/BC84B56845B4512PQ/1?accountid=14657
Peer Reviewed: Yes
The Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts.
Journal for Research in Mathematics Education. 32.4 (2001); 368-398.
The study compares statewide-standardized test scores of fourth-grade students using Everyday Mathematics and eight-grade students using Connected Mathematics to test scores of demographically similar students using a mix of traditional curricula. Results indicate that students in schools using either of these standards-based programs as their primary mathematics curriculum performed significantly better on the 1999 statewide mathematics test than did students in traditional programs attending matched comparison schools.
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Public Access: Yes
Peer Reviewed: Yes
A Study of the Effects of Everyday Mathematics on Student Achievement of Third, Fourth, and Fifth-grade students in a Large North Texas Urban School District.
Ed.D. University of North Texas, (2000).
In statistical analysis, almost all comparisons showed that the experimental group taught with the Everyday Mathematics curriculum had higher scores on the 1999 Texas Assessment of Academic Skills mathematics test. When compared to children with similar mathematics ability at the beginning of the 1998-99 school year, the students in this study who were taught using Everyday Mathematics showed greater achievement gains than students in classes that used the district-approved curriculum.
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Public Access: No
Article Link: http://search.proquest.com.proxy.uchicago.edu/docview/304612167/fulltextPDF/5598DF3A655A4A17PQ/1?accountid=14657
Peer Reviewed: Yes
The Influence of a Reform-Based Mathematics Program on Third, Fourth and Fifth Grade Student Achievement.
Ed.D. Seton Hall University, 2009.
This non-experimental, quantitative, cross-sectional, explanatory study (Johnson 2001, p. 10) investigated the differences between a reform-based elementary school mathematics program, traditional elementary school mathematics programs, and General Education student achievement in high-socioeconomic districts on the New Jersey Assessment of Skills and Knowledge (NJASK) at grades 3, 4, and 5. [...] The study found statistically significant differences in mean school scale scores between fourth grade General Education students using the Everyday Mathematics program and those using a traditional program on the 2007 and 2008 tests. All statistically significant differences favored the Everyday Mathematics schools.
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Public Access: Yes
Article Link: http://scholarship.shu.edu/cgi/viewcontent.cgi?article=2615&context=dissertations
Peer Reviewed: Yes
