Mindless Math Mutterings: A Lesson in Collaboration
New Milford has decided to use a hybrid of math programs. See Mindless Math Mutterings for details, but I did want to comment on one thing I read in the final recommendation, posted at the district website.
By the end of second grade, students should have many of their basic skills in addition and subtraction firmly set, and it is at this point that we feel the pace of Saxon can present a problem. Students ready to “rocket forward” are sometimes kept in “lock step”. Parents remarked about that as well.Translation: Saxon mathematics was so effective that students were ready to move at a faster pace than we really want them to. To counter this, we will place them into Everyday Mathematics, which will distract them with alternate algorithms, word problems and silly games, and prevent the higher ability kids from getting to far ahead.
Therefore, beginning grade three we recommend a hybrid of both EDM and Saxon materials be given teachers. Teachers would, within their classes or working in tandem with another teacher’s class, group and regroup students throughout the year to provide practice where it is needed here and enrichment where it needed there.
You notice it never occurred to them to just move through the Saxon material faster. Die acceleration, die! Enrichment wins again ->[insert evil maniacal laugh here]