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I prefer an exceptionally clear explanation of a concept, with concrete and pictorial representations perhaps, but without clutter such as description of things as machines when teaching multiplication, etc. Kids don't in my experience need to be babied to that extent.

Yeah, this was my issue with it, too. And the kind of stuff Val is talking about. There seemed to be a lot of blah blah blah and lalala with EDM. A lot of bibbidy bobbidy boo, ooh look, what's over here? Were we talking about addition? Never mind! Now let's talk about squares!

There's still a bit of that with DD's current curriculum, but it's seeming much more straight ahead and just....sensible. They seem to get all the way through a concept before they move on. I am really glad to be rid of EDM. I don't know--maybe it works betters for kids lacking innate number sense? DD has that in spades.