Everyday Mathematics Grade 2 Pdf
journal article
Journal for Research in Mathematics Education
Published By: National Council of Teachers of Mathematics
https://doi.org/10.2307/749808
https://www. jstor .org/stable/749808
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.
An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college.
The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students. With nearly 90,000 members and 250 Affiliates, NCTM is the world's largest organization dedicated to improving mathematics education in grades prekindergarten through grade 12. The Council's "Principles and Standards for School Mathematics" are guidelines for excellence in mathematics education and issue a call for all students to engage in more challenging mathematics. NCTM is dedicated to ongoing dialogue and constructive discussion with all stakeholders about what is best for our nation's students.
Everyday Mathematics Grade 2 Pdf
Source: https://www.jstor.org/stable/749808
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