Five years ago (April 2020), when most schools were closed during the height of the pandemic, I posed this question: “Why are US Schools still using the Everyday Math Program?” In the traditional approach to math instruction, the teacher provides instruction and students work out problems based on that lesson. However, the Everyday Math Program is based on a “constructivist approach, in which the teacher doesn’t lead instruction but rather provides the students opportunities to explore different ways to solve problems and ‘construct’ their own meaning.” Developed by professors in the math education department (not math professors) at Northwestern University, it was used in districts nationwide (while students were home). American students’ poor showing on international assessments (PISA exam results:#36 out of 79 countries), provided disappointing at best.
Though hard data regarding math programs across US schools is elusive, the Department of Education estimates that 24% of districts still adhere to McGraw-Hill’s Everyday Math. The publisher’s claim: “Children who use Everyday Mathematics develop a deeper understanding of math as well as powerful, life-long habits of mind such as perseverance, creative thinking, and the ability to express and defend their reasoning.” Unfortunately, the results of recent math assessments are still deplorable.
This month’s NCES (National Center for Education Statistic reported that math scores on last year’s international assessment (TIMSS) declined yet again. “In mathematics, U.S. 4th- and 8th-graders scored lower, on average, in 2023 than they did in 2019.” And the use of AI is exacerbating the problem. Students became accustomed to using technology during the pandemic, and they continue to rely on it. Many students are using AI to do their math homework.
Clearly, math education is in crisis. Math instruction needs to shift back to structured instruction if our students are ever going to be math literate and globally competitive.
