Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e8BFsKk16904; Mon, 11 Sep 2000 11:54:20 -0400 (EDT) Date: Mon, 11 Sep 2000 11:54:20 -0400 (EDT) Message-Id: <2.2.32.20000911155035.006c04e8@mail.teleport.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Sylvan Rainwater <sylrain@teleport.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:284] Re: Math Instruction Issue X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: Windows Eudora Pro Version 2.2 (32) Status: O Content-Length: 2065 Lines: 39 At 08:34 AM 9/11/2000 -0400, you wrote: >The Math Instruction issue was sent out over the past three weeks. <SNIP> >Has anyone read it? I did! I actually printed it out and took it with me to read while waiting to be served at restaurants, the doctor's office, etc. I've been wanting to figure out ways to include more numeracy in our Adult Ed classroom (which is primarily ESL, but also includes a lot of other things). We teach some math as part of the GED instruction, of course, but not everyone is working on their GED. And it's important to integrate it more into the other instruction. This issue gave me several good ideas -- in particular, I'm going to use the "High-Low" game from one article. I'm in the process of turning over my printout to my assistant (who teaches the GED classes) to give her more ideas as well. I've done a check-writing lesson in years past, but not last year. I wondered how relevant it was to their lives, as many of them can't get checking accounts anyway. It was a good way to do numbers dictation, and spelling out numbers, practice in listening and writing, etc. I just read an article in our local paper about banks reaching out to Hispanics, and have a line on a couple of people who have come to speak to help Hispanics establish bank accounts. There are evidently some ways to get around the Social Security number requirement (filling out some form [W-8, I think?]). So maybe this would be a good way to relate that to "real life." A couple of the articles talked about noticing numeracy in your own life, and seeing what kinds of things you do all the time that you need math skills for. This is then a good way to inform instruction. I liked it for the increased awareness of how to teach math in a meaningful context rather than just rote worksheets (which can also be useful, but not all by themselves). We are certainly interested in working on budgeting skills, shopping, etc. --------------------------------------------------------------- Sylvan Rainwater . Portland, Oregon, USA . sylrain@teleport.com
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