I have to reply to this one.

When frustration occurs in  problem solving, the student goes back to 
the concrete, and works up again to competence.  So any problem solving 
can be charted/graphed, and what  will come out is a series of ups and 
downs and eventually a stable up.  Also, performance depends on 
context, that is, how the skill is to be displayed/ used.  Think 
bicycle riding on a road and bicycle riding on a dirt path.

Competence is constructed.

Andrea

On Jun 29, 2006, at 11:10 AM, Lynda Ginsburg wrote:


> We usually think about emotion/feelings/affect related to math as "math

> anxiety" -- that fear of engaging with anything that has to do with

> numbers. But Mev's description of mathematical exploration addresses

> another kind of math related emotion that is rarely addressed --

> frustration.

>

> Many people seem to believe that when others try to solve math problems

> (whether "typical" word problems or more complex, real problems) they

> immediately know what to do and how to do it. Maybe this comes from

> years of teachers standing at the board presenting problems from

> beginning to end, never showing students a process that may include

> false starts, selecting a strategy that is non-productive, having to

> start over, having to work backwards, etc. And watching the students 

> who

> get or "see" those particular answers right away just emphasizes the

> notion that the answer or methodology should just pop into your head.

>

> But what really happens often is a feeling of frustration when you hit 

> a

> wall, or at least a stumbling block. And this, for absolutely everyone,

> even research mathematicians studying arcane theoretical math, leads to

> feelings of frustration. The issue is, what do you do with that

> frustration? Learners, and everyone for that matter, need to realize

> that there are alternative responses to that feeling of frustration.

> Some people cut and run, and then say, "I can't do this and never will

> be able to." Others might say, "I will just start again and try

> something different this time." Others might really get fired up in

> response to the frustration, and say, "I will figure this out if it's

> the last thing I do!"

>

> Talking about frustration and alternative responses to it is probably 

> at

> least as important as talking about "math anxiety."

>

> Best,

> Lynda

> -- 

>

> Lynda Ginsburg

> Senior Research Associate, MetroMath

> Rutgers University

> 118 Frelinghuysen Road

> Piscataway, NJ 08854

> Tel: 732-445-1409       Fax:  732-445-2894

>

>

>

> Judy Ward wrote:

>

>> Good afternoon everyone,

>>

>> I would like to make a couple of comments about Mev's and Lynda's 

>> important

>> postings yesterday. I encourage you to read them because they 

>> illustrate the

>> crux of numeracy. Hopefully they answer many questions but, at the 

>> same

>> time, may open more.

>>

>> Mev said,

>> Sure, there may only be one answer -- but exploring all the ways to 

>> get to

>> that answer can help with learners' ability to "know what they know" 

>> -- help

>> to create a confidence in experimentation, critical thinking, multiple

>> solutions, and problem-solving. Now there may be times when using some

>> options may get the wrong answer -- but this can be an important part 

>> of the

>> process as well. And some options may be more complicated 

>> (convoluted) or

>> more time consuming than others -- but the answer will still be the 

>> same.

>> Isn't that sometimes the way life is??

>>

>> Lynda described a measurement activity she uses that involves critical

>> thinking, problem solving, communication, decision making and many 

>> more

>> skills and concepts all while working with measurement in the context 

>> of a

>> real life experience. With this activity some explanation in the 

>> beginning

>> from the teacher may be required, but the students can work together 

>> on a

>> solution of the problem. The teacher becomes a facilitator rather 

>> than an

>> expert dispensing knowledge. Meanwhile the students, "by exploring 

>> all the

>> ways to get to that answer can help with learner's ability to 'know 

>> what

>> they know' - help to create a confidence in experimentation..."  This

>> activity is an example of "numeracy" and allows the student to 

>> achieve power

>> over their own learning and success.

>>

>> There is a time and place for paper and pencil drill and practice but 

>> using

>> it as the main teaching and learning tool does not provide an 

>> environment

>> that allows for the student to "know what they know".  Most do math 

>> everyday

>> but since it isn't "school math" they don't consider that what they do

>> everyday is math and, therefore, don't have the confidence to do math.

>>

>> This discussion runs until noon central time on Friday, June 30. I 

>> hope

>> there will be more discussion and or comments.

>>

>> Judy

>>

>>

>>

>>

>> Judy Ward, Ed.D.

>> 6886 Young Farm Avenue

>> Springdale, AR 72762

>> Phone: 479.361.2223

>> Fax: 479.361.2223

>> Email: j.e.ward at cox.net

>>

>> Arkansas Adult Numeracy Campaign

>> Teaching Mathematics Effectively to Adult Learners

>>

>>

>>

>>

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>>

>

>

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