Both my children began the Everyday Math program in kindergarten. They are currently in the third and fourth grades at Kedron Elementary, and both are doing extremely well. Both are 'drilled' in the math facts in their classrooms.

My third grader began doing Math Minutes (addition and subtraction problems with no greater total than 18) in December as a second grader, and ended the school year completing 70 problems in one minute. The class did this almost every day. Every Friday the third grade class had a math test which consisted of the teacher reading addition/subtraction or multiplication/division facts and the student having three seconds to write the answer.

I have also observed classes of all grades doing a variety of fact drilling - Round the World, Baseball Math, the old fashioned one side of the room against another or the dreaded "boys against girls." I have witnessed parents sitting in the hallway going over flash cards with students and copies being made in the school workroom of straight math problems for a variety of grade levels.

Regarding spelling, my children get points taken away for misspelled words on different assignments. They both received a Core List sheet of words for their grade level that must be spelled correctly at all times. My son, as a third grader, had points taken away on book reports, tests, and worksheets for misspelled words.

Creative spelling is allowed on creative writing, but words must be looked up in a dictionary before the final hard copy. This is mandatory by both my children's teachers.

In addition to math facts and spelling, both my children have been taught phonics in all of their current grade levels here in Fayette County. Reading some of the other parents' letters concerning the academic curriculum in Fayette County, one would assume my children attended a different school system. Both my children have received a wonderful foundation in math, reading, and phonics.

I would like to share an incident that reinforces the thrill of learning math which Everyday Math is based upon. My son came home all excited from school one day in late May. This was unusual, for he is normally a serious child, and learning new things is "no big deal."

"Mom, I learned how to multiply like you and Dad!", he shouted as he burst through the door. "Really," I replied, "come show me how." Whipping out his homework folder from his backpack, he eagerly began his homework, working his problems just like I was taught back in the 1960s.

His homework didn't have enough problems for his satisfaction to show off his new skill, so we took turns making up problems for the two of us to do. (We had to make sure both our answers were right). We did this for about 15 minutes when he reluctantly had other homework to complete.

Being a typical mom, I just had to ask the burning question, "Which way do you like to do your multiplication, Mom's and Dad's way or by using the Lattice method?"

He stopped writing, tapped his cheek with his pencil giving full consideration to the question. With a very serious look on his third grade face, he gave his reply in all honesty. "Mom, your way is faster and takes up less room on my paper."

Boy, I sure felt smug, but then he burst my balloon. "But the Lattice way is more fun," and he went back to his homework. I was stunned. More fun? A third grader thinking math is fun - I never thought math was fun. But then I never had Everyday Math; I had the New Math.

I was shown the Lattice method during a yearly Parent Math Information Program at our school. In fact, each year Kedron Elementary has offered a Math Information Night to the parents.

I also attended the Social Studies Information Program, the Science Information Program and the Language Arts Program that was offered during the school year.

Maybe if I had been taught the Lattice method in school, I, too, might have thought math as something fun. This program gives the child different ways to look at math situations/problems and to use different skills/ways to find the solutions.

Using my generation's math teaching, math is more black and white one way to get one answer/do it this way and no other way. To me, the Everyday Math program shows the student that there are more ways to look at math, math has shades of gray different ways to get the answer; different options to come up with the solution. Math is all around them, in everything they do, in everyday life. But more importantly, I have witnessed the enthusiasm my children have for math using the Everyday Math program.

The now famous Homelink on which the child was to count windows actually was a very useful math tool in our home. I had my daughter count the windows, then had her count the panes by twos. I had her count the windows in the dining room and the kitchen, and then add the two rooms together.

She wasn't done yet; how many more windows does the kitchen have than the dining room? Going on, she counted windows on the upper floor and compared them to the lower floor.

Yes, I admit all of this wasn't on the Homelink, but so what? I took the time and got creative. The schools do not have all the responsibility for teaching your children. I know my parents drilled me on the math facts - it was not solely done in school. Yes, I had a math book, but I also hated sitting at the kitchen table being 'forced' to do thirty problems. What math 'thinking' skills were involved? None, just plain boring drills.

Everyday Math for my children is a great math program. I also realize that all children are different, just as all math programs are different. I know that my children are receiving drilling in the math facts, and have a great time learning math skills with their teachers.

This program is working for my children. When both children answer that math is their favorite subject in school, that tells me a great deal about the Everyday Math program. When I see their Iowa Test results and report cards, I see that it is working. When I quiz them on math facts, I know it is working.

I am happy with the Everyday Math program. This is my own personal opinion. I have no math data off the Internet to back it up, no fancy math companies to justify it, and no prestigious university professors' names to drop.

I don't need it, even though I could find it. Statistics and data can be manipulated in any manner to support a point. Everyone knows that! All I have is my opinion as a parent and I like the Everyday Math program. More importantly, so do my children