| # | Name | Comments |
|---|
| 1 | Anonymous | sign |
| 2 | Kyle Sabatino | My daughter's math skills have gone backwards since the introduction of the Every Day/Connected Math Programs. She was far ahead prior to the program's introduction, and has had to relearn (at the expense of time to complete answers on standardized test ) basic and advanced math skills. She had a lot of skills and shortcuts that would have helped on her SATs, that are not allowed to be used in the WT classroom.
The teachers didn't want the program. Why was it instituted. This is the old, new math revisted with the same long-term detrimental results. |
| 3 | Anonymous | |
| 4 | Colleen Smith | |
| 5 | C. Shishkoff | |
| 6 | Anonymous | A year or two ago my son was having trouble doing his division homework. I didn't understand the ED way so I showed him the "old fashioned" way. He said, "What are you doing, Mom? Oh, now I get it! That's easy!" Why can't they learn BOTH ways? Use the ED as a supplement. |
| 7 | Steven Calvelli | |
| 8 | Judy Dowiak | |
| 9 | Lynn Niro | |
| 10 | Fiona Amandio | EDM will severely handicap all children exposed to this ridiculous math experiment. There is absolutely nothing wrong with teaching students the well-established rules that mathematics follow without having them work in groups, attempt to write their own rules, and have to find some meaning to the rules by applying mathematics to their lives. Instead, all the children are doing is glossing over the most important subject in their educational careers at this point through the nonsensical idea that a student must relate to mathematics instead of learning mathematics. The only reason my daughter is not failing is because she receives private tutoring and considering the outrageous taxes we pay, we should not have to expend even more monies to ensure our daughter is receiving the most basic education.
As a parent who holds a Masters in Teaching from Columbia University and a Law Degree, I am fully aware of the horrific impact this dumb-downed version of teaching will have on my daughter's ability to take standardized tests that only test the rules and logic of mathematics.
Apparently, no one researched this program and it is shameful that anyone who supported this program has not been voted off. Also, school boards have been sued, please see California circa 1984, when California handicapped an entire generation of readers and spellers through the "whole language" curriculum instead of phonetics. This precedent may need to be applied to whomever supported this atrocious math program.
Sincerely disgusted,
Fiona Amandio |
| 11 | Anne Marie Charles | |
| 12 | Terry Kren | |
| 13 | Alan Glicklich | |
| 14 | tracy marmorato | I believe Everyday Math is going to cripple our children's ability to suceed later in their lives - in high school, college, and in their careers. |
| 15 | Patrick Dunphy | |
| 16 | Virginia Dunphy | As an educator of 23 years, I also have major concerns with this program. I have attended every meeting and feel my questions were ignored or left unanswered, or both. My child is a seventh grader this year; I believe we were blind-sided by this decision. We were told it did not involve our children; thus we were not informed of this untruth until the end of August 2007. |
| 17 | Virginia Dunphy | As an educator of 23 years, I also have major concerns with this program. I have attended every meeting and feel my questions were ignored or left unanswered, or both. My child is a seventh grader this year; I believe we were blind-sided by this decision. We were told it did not involve our children; thus we were not informed of this untruth until the end of August 2007. |
| 18 | Betty Johnson | |
| 19 | Mary Markiewicz | Everyday Math is a program designed to improve NJ ASK test scores and not prepare our children for college and the future work force. The use of this math program requires a reduction in Science and Social Study instruction which will lead to deficiencies in these subjects as well as a failure to prepare our students for future math curriculums. This decision must be reviewed for the future of the Long Valley School system. |
| 20 | Maureen Salamon | |
| 21 | Scott and Georgiann Horensky | We too are concerned with the program. Please keep us informed as to the status of the program. |
| 22 | Linda Krainik | "Investigations"? Paragraphs? in 6th grade?
What about learning the rudiments first. |
| 23 | Diane Gallagher | |
| 24 | Linda Jakubauskas | Why not compromise and combine everyday math with the basic backbone of math, theories and practicum. |
| 25 | Laura Winters | |
| 26 | Anonymous | |
| 27 | Allan Dowiak | I wish you luck in this endeavor. |
| 28 | Allan Dowiak | I wish you luck in this endeavor. |
| 29 | Michael A. Rogers | |
| 30 | Thomas Consol | |
| 31 | Dawn McDermott | |
| 32 | Eric Frenchman | Seems like Tuesday will be interesting. Thanks Jim |
| 33 | Mary Frenchman | Seems like Tuesday will be interesting. Thanks Jim |
| 34 | Joann Foran | Perhaps the idiot who wrote this should go back to school and learn the correct use of the word "then"... In the phrase "There is nothing of greater concern to me "then".....the correct word is "than"........Do you really think I am going to listen to a person who doesn't take the time to use correct spelling and grammer........????? |
| 35 | Larissa Krul | |
| 36 | Pam Tognola | |
| 37 | Paul Peters | |
| 38 | doreen webb | |
| 39 | Anonymous | I am concerned about the education my child is receiving with the EveryDay Math Program. Unfortunately, at this point, I feel that I need to get a private tutor to work with him over the summer so he can learn how to really do Math. |
| 40 | Beth Schade | |
| 41 | Anthony Charles | |
| 42 | Starr Diethorn | |
| 43 | Anonymous | |
| 44 | Carolyn Banks | I feel that the Everyday Math has had a negative impact on my daughter's fundamental math skills. I am concerned over her ability to now progress to the more difficult HS courses. Please drop the Everyday Math and go back to the fundamentals. |
| 45 | Diane Radossich | I have been concerned since the inception of EDM. I feel my children are guinea pigs in a dangerous experiment. Therefore, I've been forced to enroll my children in a secondary math program. |
| 46 | Debbie Thompson | |
| 47 | Debbie Thompson | |
| 48 | Susan Nunez | My 6th grade child has recieved supplement math lessons via Kumon and homeschooling so he can recieve important math curriculum that is missing in ED. My tax dollors appropriated for the school district should be taking care of this. |
| 49 | jean sposaro | unsubscribe |
| 50 | Carolyn Krickus | It's a horrible program. There are no varying class levels such as advanced, average or lower so all children are lumped together frustrating both the smarter and the slower kids in this program. Also, the program just touches concepts and never goes deeply into problem solving. |