The problem I've seen w/ EM is that they are using mental math algorithms used in Asian countries for written work. It's just plain incorrect. Many of the algorithms in EM are the basis for mental math in RightStart and Singapore Math but they are for mental math, not written math.
I agree completely (hence my original post).
Here is
yet more insight on questions surrounding elementary mathematics education and what prospective teachers learn. Or don't learn.
Kriston was right about the challenges of teaching a group of kids with different abilities and learning styles --- and of course, this is prima facie evidence of the need for ability grouping. But I guess ability grouping diminishes self-esteem or something. Though I don't know how, as constant struggling/constant boredom because it's too hard/easy don't seem like self-esteem builders to me.
A lot of the mental math stuff is really important --- after all, it's great to be able to multiply 88*5 in your head. But using these approaches as the only way to learn multiplication seems silly, because they break down when you have to do complex calculations. Even with a calculator, setting up such calculations is difficult if kids (and adults) don't understand the foundational stuff.
<sigh>
Val
