Everyday Mathematics, a Pre K-6 mathematics program from Wright Group/McGraw-Hill, helps students measure up to the demand for greater mathematical competence and problem-solving agility. It is one of two elementary math programs highly recommended by the U.S. Department of Education.

The research-based curriculum coincides with standards set by the National Council of Teachers of Mathematics and is used in 175,000 classrooms across the United States by nearly 2.8 million students. Developed by the University of Chicago School Mathematics Project (UCSMP), Everyday Mathematics is the result of collaborative efforts by researchers, mathematics educators, administrators, students and classroom teachers.

The program begins with the premise that young children can, and must, learn more mathematics than has been expected from them in the past. The instructional design is carefully crafted to capitalize on student interest and maximize student learning.

Everyday Mathematics is organized into six mathematical content strands that cover a number of skills and concepts. This provides a rich yet balanced curriculum. Every strand is addressed throughout all grade levels of the program. Each grade level builds on and extends concept understanding so children approach each new challenge from a firmly established foundation.

Before Everyday Mathematics was published, each grade was field tested for an entire year by classroom teachers in diverse schools around the country. This research led UCSMP to develop the following key principles as a basis for Everyday Mathematics:

• Mathematics means more when it is rooted in real-life problems and situations. Children's mathematical knowledge should grow from their experiences.
• Children can learn more than is usually expected because they know more than they are given credit for knowing. Experience gives children a rich store from which they can develop mathematical insight, reasoning and creativity.
• Instructors should take advantage of the teaching tools technology presents.
• Teachers are the single most important source for advancing and sustaining reform in mathematics education.