EMPower moves away from having students memorize formulas and follow procedures. Instead students:
- engage in activities that relate to their lives,
- investigate concepts,
- work collaboratively, share ideas orally and in writing,
- discover multiple ways to solve problems,
- apply mathematics to everyday situations, and
- see relationships between situations, graphs, tables, and equations
History of EMPower
Extending Mathematical Power (EMPower) was created to integrate the best of K-12 mathematics education reform into the field of education for adults and out-of-school youth. EMPower was designed especially for those students who return for a second chance at education. Over the course of four years (2000-2004), a collaboration of teachers and researchers with expertise in adult numeracy education and K-12 mathematics reform developed the EMPower curriculum units. Teachers from Arizona, Maine, Illinois, Massachusetts, New Jersey, New York, Pennsylvania, Rhode Island, and Tennessee piloted lessons. From 2012-2013, teachers in New York piloted revised EMPower lessons.
The EMPower book series were first published in 2005 - 2006. In 2016, three of the EMPower titles (Using Benchmarks, Split It Up, and Everyday Number Sense) were updated and enhanced. All titles in the series align with the College and Career Readiness Standards for Adult Education.
Mary Jane Schmitt
Promoted numeracy. She wrote, "We need to view this term numeracy not as a synonym for mathematics but as a new discipline defined as the bridge that links mathematics and the real world" (Schmitt, 2000). Unlike mathematics, numeracy does not so much lead upward in an ascending pursuit of abstraction as it moves outward toward an ever-richer engagement with life’s diverse contexts and situations (Orrill, R. (2001). Mathematics, numeracy, and democracy. In L.A. Steen (Ed.). Mathematics and Democracy (pp xiii–xix). Woodrow Wilson National Fellowship Foundation.
Has a strong workplace background. She intuitively connects number, data, algebra, and measurement and helps others see connections as well. Donna gets math off the page. Numeracy is the knowledge and skills required to manage and respond to the mathematical demands of diverse situations. She prompts teachers and students to solve problems that appear in everyday life (International Adult Literacy and Life Skills Survey- http://www.statcan.gc.ca/pub/89-603-x/89-603-x2005001-eng.htm).
As a teacher and curriculum developer, Tricia was creative, critical, and always reflecting. She built in opportunities for students and teachers to reflect and write. Tricia believed that to be numerate is more than being able to manipulate numbers, or even being able to succeed in school or university mathematics. Numeracy is a critical awareness which builds bridges between mathematics and the real-world, with all its diversity (Australian educator, Betty Johnston, 1994)
Gathered teachers’ and students’ reactions, work, and words that feature prominently in the books. Martha believes learning happens in- and out-of-school and that the power is in leveraging experiences and prior knowledge to apply in new situations.