Friends--


What I can contribute is personal experience, but  why not, it probably 
shows what numbers can do.

Soon after I separated from my husband income tax time came around.  I 
knew i couldn't do  the math, but even assembling the documents was 
overwhelming.  i ended up on the rug of my rented apartment crying and  
picking fuzz off the  rug.

A couple of years later I had mastered the assemblage of documents, but 
i neglected to send in the completed forms until I got a letter from 
the IRS.

Now, because i am a small business, I have to divide my expenses into 
4ths and multiply by 3. I was so put together this year that I have 
even put the little coupons in their envelopes--stamped--and written 
down the reminders of tax time on my calendar.

Turns out I am POWERFULLY  MOTIVATED  to save  money, so I put in the 
extra time to NOT SPEND on checks to the IRS.

The above reasons are why I feel it is REALLY IMPORTANT for women to 
know the ins and outs of managing money.  I had to go out and get the  
knowledge, and I sure wish I had had a helping hand, so I am really 
STRONGY in favor of emphasizing the practical uses of math.

Planning what to do with money can give a person control and  
motivation.

Unless a person is planning to go into theoretical physics or math, 
money has daily practical consequences.

Andrea
On Jun 22, 2006, at 11:12 AM, Daphne Greenberg wrote:


> Thank you Judy for sharing your anxiety about writing. I think that 

> this is a great ice breaker for a lot of us who have anxiety doing 

> math, thinking about explaining something in math, or even writing on 

> this listserv about math. I have two wonders:

> 1. Do others on this listserv share my anxiety about anything related 

> to math?

> 2. Judy, or others, what do you recommend for teachers who have math 

> anxiety who are teaching students who have math anxiety?

> Thanks,

> Daphne

>

>>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>

> Greetings to everyone,

>

> Since this is a women and literacy list serve I assume that all have a 

> deep

> concern and interest in advancing women through a literacy perspective.

> Also, I assume that you all love reading and writing and would like to 

> help

> others feel the same way.

>

> To get the numeracy and math anxiety discussion going I would like to 

> begin

> from a different direction. I would like to tell you a little about my

> "anxiety" with English class during my k-12 years. Although I never 

> made bad

> grades, English class was a challenge for me. Remembering all the 

> sentence

> structure rules was overwhelming and didn't make sense. Diagramming a

> sentence, as well as the other 10 or so that were assigned, was a 

> painful

> task. The process didn't make sense to me and I wasn't able to carry 

> the

> exercise over to writing.

>

> Writing was and still is another challenge and most of the time almost 

> a

> painful experience for me. You could say that my anxiety about putting 

> words

> on paper is a stumbling block and I have to work extremely hard just 

> to get

> started. There are times when I must write something important, like 

> now,

> that my stomach gets knots in it, my mind goes blank and I have to 

> write and

> rewrite over and over. Just before I send this email my anxiety level 

> will

> increase drastically because someone will read this and find mistakes 

> or

> think the writing is terrible. Where does this anxiety come from? 

> Probably

> past experiences with teachers that loved and knew their subject but 

> didn't

> teach the way I learn. We know a lot more now about how learning takes 

> place

> than in my k-12 years.

>

> Now, for today's discussion question: Is there a relationship between

> literacy and the content in a typical English class in the US?

>

> I look forward to the discussion.

>

> Judy Ward

>

>

>

> 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

>

>

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Women and Literacy mailing list

> WomenLiteracy at nifl.gov

> To unsubscribe or change your subscription settings, pleasY£`'=ˆ¯,ÊÌ·žŠÚÅ%62®×è
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Subject: [WomenLiteracy 353] Re: math anxiety
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Andrea,

Financial knowledge is extremely important. Fortunately you had friends =
who
pointed you in the right direction so that you could gain that =
knowledge.
There are many sources available to learn how to handle money but =
finding
them is not always easy. Congratulations to you for your determination =
and
success!

Judy

-----Original Message-----
From: womenliteracy-bounces at nifl.gov =
[mailto:womenliteracy-bounces at nifl.gov]
On Behalf Of Daphne Greenberg
Sent: Thursday, June 22, 2006 10:13 AM
To: womenliteracy at nifl.gov
Subject: [WomenLiteracy 351] Re: math anxiety

Thank you Judy for sharing your anxiety about writing. I think that this =
is
a great ice breaker for a lot of us who have anxiety doing math, =
thinking
about explaining something in math, or even writing on this listserv =
about
math. I have two wonders:
1. Do others on this listserv share my anxiety about anything related to
math?
2. Judy, or others, what do you recommend for teachers who have math =
anxiety
who are teaching students who have math anxiety?
Thanks,
Daphne


>>> j.e.ward at cox.net 6/21/2006 12:27 PM >>>

Greetings to everyone,

Since this is a women and literacy list serve I assume that all have a =
deep
concern and interest in advancing women through a literacy perspective.
Also, I assume that you all love reading and writing and would like to =
help
others feel the same way.=20

To get the numeracy and math anxiety discussion going I would like to =
begin
from a different direction. I would like to tell you a little about my
"anxiety" with English class during my k-12 years. Although I never made =
bad
grades, English class was a challenge for me. Remembering all the =
sentence
structure rules was overwhelming and didn't make sense. Diagramming a
sentence, as well as the other 10 or so that were assigned, was a =
painful
task. The process didn't make sense to me and I wasn't able to carry the
exercise over to writing.

Writing was and still is another challenge and most of the time almost a
painful experience for me. You could say that my anxiety about putting =
words
on paper is a stumbling block and I have to work extremely hard just to =
get
started. There are times when I must write something important, like =
now,
that my stomach gets knots in it, my mind goes blank and I have to write =
and
rewrite over and over. Just before I send this email my anxiety level =
will
increase drastically because someone will read this and find mistakes or
think the writing is terrible. Where does this anxiety come from? =
Probably
past experiences with teachers that loved and knew their subject but =
didn't
teach the way I learn. We know a lot more now about how learning takes =
place
than in my k-12 years.=20

Now, for today's discussion question: Is there a relationship between
literacy and the content in a typical English class in the US?=20

I look forward to the discussion.=20

Judy Ward
=20


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=20

Arkansas Adult Numeracy Campaign
Teaching Mathematics Effectively to Adult Learners
=20



----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov=20
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy

----------------------------------------------------
National Institute for Literacy
Women and Literacy mailing list
WomenLiteracy at nifl.gov
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/womenliteracy