During this phase, the authors of the curriculum reviewed a rich body of existing research on children's mathematical thinking and on curriculum and instruction. They also interviewed hundreds of K-3 children and surveyed instructional practices in other countries. Based on their findings, the authors established several basic principles that have guided the development of Everyday Mathematics . Mathematics is more meaningful when it is rooted in real life contexts and situations, and when children are given the opportunity to become actively involved in learning. Teachers and other adults play a very important role in providing children with rich and meaningful mathematical experiences.
Children begin school with more mathematical knowledge and intuition than previously believed.
A K-6 curriculum should build on this intuitive and concrete foundation, gradually helping children gain an understanding of the abstract and symbolic. Teachers, and their ability to provide excellent instruction, are the key factors in the success of any program. Previous efforts to reform mathematics instruction failed because they did not adequately consider the working lives of teachers. With these principles in mind, the Everyday Mathematics author team began developing the curriculum. Starting with kindergarten, Everyday Mathematics was developed one grade level at a time.