Curriculum MATHEMATICS The University of Chicago School Mathematics Project, whose mission is to improve mathematics education in the United States, developed Everyday Mathematics for use in grades kindergarten through second. The Everyday Mathematics curriculum is the result of the collaborative efforts of researchers, mathematics educators, administrators, students and classroom teachers. The research led to developing a number of key principles that are the basis of Everyday Mathematics including: Mathematics means more when it is rooted in real-life problems and situations. Children’s mathematical knowledge should grow from their experience. Children can learn more than is usually expected because they know more than they are given credit for. Experience gives children a rich store from which they can develop mathematical insight, reasoning and creativity. Instructors should take advantage of the teaching tools technology presents. Teachers are the single most important source for advancing and sustaining reform in mathematics education. Everyday Mathematics does not teach topics or strands in isolation. Concepts are interwoven over time and in a variety of applications. Each unit incorporates many of the content strands listed: Numeration Operations and Computation Measurement and Reference Frames Data and Chance Geometry Patterns, Functions and Algebra Everyday Mathematics encourages teachers and students to go beyond arithmetic to explore more of the mathematics spectrum by investigating, data gathering and analysis, probability, geometry, patterns and algebra. Mathematics is integrated into other subject areas and becomes part of the ongoing classroom routines. Highlights of this enriched program include: Problem-solving about everyday situations Sharing ideas through discussion Developing concept readiness through hands-on activities and explorations Cooperative learning through partner and small-group activities Estimation and number sense Mental arithmetic skills and reflexes Mathematical modeling