The Unraveling of Everyday Math

The Unraveling of Everyday Math: A Crisis in Numeracy

Abstract:

The COVID-19 pandemic has had a profound impact on education, with students across the globe experiencing significant learning disruptions. One area that has been particularly affected is mathematics, where the consequences of lost instructional time and the breakdown of structured learning approaches like the University of Chicago's Everyday Mathematics (EM) curriculum have been severe. This article examines the crisis in numeracy that has emerged in the wake of the pandemic, focusing on the challenges faced by students who have missed out on the deep spiral approach of EM, which was designed to foster mastery of mathematical concepts through continuous exposure and practice over multiple years. The article explores the reasons behind the unraveling of this once-acclaimed curriculum, the consequences for student learning, and potential strategies for addressing the numeracy crisis.

Introduction:

The COVID-19 pandemic has left an indelible mark on education systems worldwide, with students facing unprecedented disruptions to their learning journeys. While the impact has been felt across various subject areas, the field of mathematics has been particularly affected, with many students struggling to maintain their numeracy skills and falling behind grade-level expectations.

One of the most significant casualties of the pandemic has been the University of Chicago's Everyday Mathematics (EM) curriculum, a spiral-based approach that had gained widespread recognition for its effectiveness in fostering mathematical mastery. The EM curriculum was designed to provide students with continuous exposure to mathematical concepts and skills over multiple years, allowing them to develop a deep understanding and mastery through repeated practice and application.

However, the disruptions caused by the pandemic, coupled with modifications made to the EM curriculum during its reauthorization, have led to a breakdown of this spiral approach, leaving many students without the foundational skills and knowledge needed to succeed in higher-level mathematics.

The Everyday Math Spiral: A Pathway to Mastery:

The EM curriculum was built on the principle of the "spacing effect," which suggests that distributing learning and practice over time, rather than massing it, leads to better retention and understanding. This approach was implemented through a deep spiral that revisited mathematical concepts and skills repeatedly across grades and months, allowing students to apply and practice what they had learned through various activities and problems.

This spiral approach was particularly beneficial for students who needed additional time and support to master foundational concepts, as it provided them with multiple opportunities to engage with the material over an extended period. Simultaneously, the spiral approach also allowed for the acceleration of students who demonstrated a stronger grasp of mathematical concepts, enabling them to explore more advanced topics without being held back by a lockstep progression.

The deep spiral was instrumental in addressing the "two-sigma problem," a concept proposed by educator Benjamin Bloom, which suggests that students under one-on-one tutoring perform two standard deviations better than students in a conventional classroom setting. By providing a personalized learning experience through the spiral approach, the EM curriculum aimed to bridge the gap between individual and classroom instruction, ensuring that every student had a chance to succeed.

The Post-COVID Unraveling:

However, the disruptions caused by the COVID-19 pandemic have unraveled the carefully constructed spiral approach of the EM curriculum. With schools switching to remote learning and students experiencing significant gaps in instruction, the continuous exposure and practice essential for mastering mathematical concepts were compromised.

Moreover, the reauthorization of the EM curriculum during this period resulted in a significant reduction of the spiral's depth, cutting out 80 to 85 percent of the material that had previously provided students with the necessary practice and reinforcement.

As a result, students who have returned to classrooms in the post-pandemic era are facing a stark reality: they lack the foundational knowledge and skills that were meant to be built through the deep spiral approach. Many students are entering grade levels two or three years behind in mathematics, with significant gaps in their numeracy and competencies in basic operations.

The Consequences of Numeracy Gaps:

The consequences of these numeracy gaps are far-reaching and have the potential to derail students' academic trajectories. Without a solid foundation in basic mathematical operations, students struggle to grasp more advanced concepts and problem-solving strategies, leading to frustration, disengagement, and a perpetuation of the learning gaps.

Additionally, the absence of a deep spiral approach has reduced opportunities for differentiated instruction, making it challenging for teachers to meet the diverse needs of their students. Those who require additional support may fall further behind, while those who excel may not have access to the enrichment and acceleration opportunities previously afforded by the EM curriculum.

The erosion of numeracy skills has also manifested in concerning behavioral patterns among students. In line with Simon Sinek's observations, when faced with the challenges of a flawed system, students may resort to avoidance tactics such as lying, hiding, and faking their way through mathematics lessons, further exacerbating the learning gaps and undermining their confidence in the subject.

Addressing the Crisis:

Addressing the numeracy crisis in the post-COVID era requires a multifaceted approach that involves collaboration among educators, policymakers, curriculum developers, and families. Strategies may include:

1. Comprehensive assessment and remediation: Implementing comprehensive assessments to identify specific gaps in students' mathematical knowledge and skills, followed by targeted remediation efforts to address these gaps through personalized instruction and interventions.

2. Rebuilding the spiral: Revisiting the EM curriculum and exploring ways to reintroduce the deep spiral approach, either through modifications to the existing curriculum or the development of supplementary materials and resources.

3. Professional development and support: Providing ongoing professional development opportunities for teachers to enhance their understanding of the spiral approach, differentiated instruction, and effective strategies for addressing numeracy gaps.

4. Leveraging technology: Utilizing adaptive learning technologies and digital platforms to personalize instruction, provide targeted practice opportunities, and facilitate progress monitoring for students at various levels of mathematical proficiency.

5. Collaborative partnerships: Fostering partnerships between schools, families, and community organizations to create a supportive ecosystem that reinforces mathematical learning and promotes numeracy development both inside and outside the classroom.

Conclusion:

The numeracy crisis that has emerged in the wake of the COVID-19 pandemic is a complex and multifaceted issue that demands urgent attention. The unraveling of the deep spiral approach embodied by the EM curriculum has left many students without the foundational mathematical skills and knowledge necessary for academic success.

Addressing this crisis requires a concerted effort from all stakeholders in the educational community, with a focus on rebuilding the spiral, providing targeted interventions, and fostering a supportive learning environment. Only through a comprehensive and collaborative approach can we ensure that every student has the opportunity to develop the numeracy skills essential for navigating the complexities of the 21st century.