Our school district adopted Everyday Math several years ago. I teach fifth grade. This was the first time that all elementary schools in the district (7) had to use the same program. Students need to cycle through in order to get the spiraling that EM professes. I tried it for 2 1/2 years and went back to former text Addison Wesley-Scott Foresman primarily. I also love material that Sue O'Connell has developed. (http://www.qualityteacherdevelopment..._resources.php
) I go to any workshops she presents when she is in our area. I still use some of EM because I feel obliged to and school continues to purchase the math journals.
I went back to my former program because students were not achieving as my fifth graders used to. They came to me not understanding ANY algorithm well. Many couldn't even multiply correctly...this was unheard of previously.
Problem solving is very weak.
There is not adequate practice to master skills.
EM professes that students 'get' it after spiraling...just didn't see much secure learnings at all.
The only way I could use EM with struggling youngsters was to use material from grade 3 or 4 and heavily supplement with basic skill information/practice.
When I mentioned that I didn't do EM as base math curriculum at parent information night...every parent thanked me!
It does not challenge high students...but with any program, I always pull in enrichment, particularily with problem solving.
My students this year have had EM probably since 1st grade now and it is distressing that I don't have the usual stellar math students I used to see.
To do this program properly, you need to spend almost 90 minutes daily.
I used to believe that any program could work..it was the method of delivery that mattered. I really tried to like EM and use it, but the continual poorer results with my students was too hard to take.
Sorry this is long. I have never seen a program that I have disliked as much as Everyday Math...I love to try new things and have been in education many years.