I recently had the opportunity to sit down with the Math coordinator for Greenwich Public Schools, at his invitation, to discuss my thoughts on Everyday Math. We both realized from the start that we were not going to change each other’s mind (he is a supporter), but we had a excellent discussion on the issues (as I see them) and on the pluses (which I recognize exist and understand). I appreciate the openness shown by all members of the administration.
The primary issue with EDM is structural, i.e., how the material is presented. If the structure is flawed, anything you build on it will be weak. Educational theory holds that factual, procedural, and conceptual learning should occur in parallel. Problem is that not enough of the factual knowledge is being practiced, and the wrong types of procedural knowledge (i.e., non-standard algorithms) are being emphasized.