Everyday Math and “Spiraling”
July 7, 2008
Everyday Math (aka Chicago Math), a K-6 math program endured by over 2.8 million children, is set up based on a belief in something that they call “spiraling.” Wikipedia describes this process well: “Mastery of a strand is not required to move on to concepts of another strand… The key principle in regards to spiraling and distributed practice is that mastery and fluency in basic skills are goals that should be achieved long after they are first introduced.”
One part of this concept makes sense — kids need to return to topics with some frequency throughout the school year. The problem with spiraling the way Everyday Math does it is that kids never get a chance to feel successful as mathematicians. Just as they’re working toward figuring some concept out, the Everyday Math series they’re using has moved on to something else.
It strikes me that spiraling is the epitome of the “mile wide, one inch deep” type of teaching we’ve fallen into here in the United States. To anyone who is considering acquiring Everyday Math: don’t! If you’re stuck using it, try grouping the similar material together into units of study that allow students to delve deeper into concepts before moving on. Doing this (and supplementing it with outside resources) enabled me to boost students’ morale much higher than when I solely used Everyday Math as it was designed.
Entry Filed under: Education, Elementary Education, Everyday Math, Fifth Grade, Fourth Grade, Learning, Math, Second Grade, Students, Teaching, Third Grade, school. .
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1.
Jenny | July 7, 2008 at 8:30 pm
I’ve used Everyday Math in two different grade levels in recent years. I agree with you about the issue with spiraling. It’s a very fast moving textbook. I think most textbooks actually spiral in the same way. They simply don’t move as quickly. Everyday Math is a very ambitious curriculum.
Grouping various lessons makes a lot more sense to me. I think the lessons are very well designed and I have a lot of respect for the series, but it is not perfect.
2.
Jen | July 7, 2008 at 10:12 pm
Yup, I think Everyday Math works great for kids that have an affinity for math. They get it on the first pass and each additional pass on the spiral of that material really does add on.
However, for kids that aren’t “mathy” I think it all turns into a big pile of mush and they sort of flail about trying all sorts of things, with no idea of what they’re doing. I agree that grouping it and making it a longer time on a concept would likely help everyone.
3.
A. Mercer | July 8, 2008 at 8:36 pm
I use Saxon which is based on the same spiral concept, and can I say AMEN my brother. This is exacerbated with language learners, who need more repetitions, etc.
4.
debrennersmith | August 18, 2008 at 1:56 am
Spiraling works when teachers understand how to teach it. When teachers refuse to teach the spiral or do not understand how to teach the spiral, it falls apart. Without lots of training and support it falls apart. Teachers are smart. They have lots and lots to teach in the elementary. They must have support if they are to teach the Math curriculum this way.