Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e7LDSr815234; Mon, 21 Aug 2000 09:28:53 -0400 (EDT) Date: Mon, 21 Aug 2000 09:28:53 -0400 (EDT) Message-Id: <s9a0f732.012@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <ALCDGG@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:932] New issue of Focus on Basics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.3.1 Status: O Content-Length: 2700 Lines: 25 I have been asked to pass this along: The new issue of Focus on Basics, Volume 4, Issue B, is now available on the NCSALL web site <http://gseweb.harvard.edu/~ncsall>. The printed copies will be mailed this week. The topic of the issue is mathematics instruction. Mary Jane Schmitt makes an eloquent argument in the cover article for change in the nature of mathematics instruction. To help math teachers develop a theoretical background for their instructional choices, mathematics teacher and researcher Kathy Safford provides an overview of current theories in math education, and a few steps that teachers can follow to deepen their knowledge. Learning disabilities specialist Rochelle Kenyon describes dyscalculia, a learning disability specific to math, and provides strategies for mathematics teachers to use when working with learning-disabled math students, whether the disabilities be dyscalculia or reading-related. In addition, she provides a list of resources from which to learn more. Linda Huntington, who teaches learning-disabled math students, and Catherine Cantrell, a technology specialist and staff developer, work with learners who are at opposite ends of the educational spectrum. Regardless of the differences in their students' abilities, the same theme emerges in these teachers' accounts of their classrooms: Math must be relevant. Lessons should be developed around math that springs from the learners' lives. Adult basic education learners around the world want relevant math content. Aydin Durgunoglu and Banu Oney did research on the impact participation in a basic education program in Istanbul, Turkey, had on learners. They found that learners had strong emotional reactions to learning mathematics skills that helped them make sense of the world. Those interested in improving their instruction -- but struggling with how to do so --- will find ideas in the article by the Mathematics Education Group (MEG) of New York City. MEG works from the theory that adult basic education teachers --- most of whom, it is safe to say, do not have advanced training in mathematics --- need improved knowledge of math as well as a progressive instructional approach. Their model for teacher education is one that should be replicated in communities across the country. We hope that this issue of Focus on Basics proves to be a useful introductory resource for those committed to change in mathematics instruction for learners at all levels of ability. ***************************** Barbara Garner phone (617) 482-9485 World Education fax (617) 482-0617 44 Farnsworth Street e-mail bgarner@worlded.org Boston, MA 02210-1211
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