Hi there. I thought you might be interested in a math resource that was developed by Steve Hinds, a staff developer for adult literacy programs in the City University of New York.  Here's a quote from a workshop Steve recently offered at the Literacy Assistance Center in NYC.  He says " Adult Literacy programs traditionally limit students in low-level classes to computation practice out of workbooks. Algebra, data and geometry topics are considered too difficult for these students until they have 'mastered the basics.'  Steve believes that students can increase their mathematical reasoning, number sense and enjoyment of math through the kinds of exercises he presents on the CUNY web site. Check it out. Go to <www.literacy.cuny.edu>.  The user name is literacy and the password is resources06. 


>>> "Myrna Manly" <mmanly at earthlink.net> 06/20/06 5:03 PM >>>

Hi Lisa,
I'm happy to hear that you and your students are enjoying the book.
Introducing algebraic thinking early in student's math study has now become
widespread in the reform math efforts in K-12. (It is also a hallmark of the
new EMPower series for adults.) In 1992, when I wrote the first edition of
the book, I based my early-algebra-integration decision on my own experience
as one who had taught algebra to students at many levels and as an 'insider'
with respect to the GED Math test. (I had just left my job at GEDTS.)
 
The overarching principle when formulating items for the GED math test is to
assess the "major and lasting outcomes and skills of a high school
education." For the most part, this means that the skills and concepts that
are tested are ones that have some practical value. With respect to algebra,
I felt that using the concept of a variable, solving simple equations, and
graphing linear functions were the most obvious topics to be represented. 

As an algebra teacher, I had seen the difficulty that students had in making
the transition to using variables and had added extra lessons to the
textbooks that reviewed arithmetic principles by using variables in place of
specific numbers - that is, I used algebra to generalize arithmetic.
So, it was an easy decision for me to integrate algebra early - both from a
mathematics pedagogy standpoint and from an adult student attitude
perspective (knowing that many feel insulted by a review of arithmetic even
if their entrance scores indicate that need).  

As to your question about the results obtained when students are introduced
to algebraic ideas early in their mathematics study, I'm afraid that I have
no data to substantiate better scores sooner.  (That topic may be one that a
practitioner would like to investigate as a project for the ANN practitioner
research grants.)

Thanks for the question,
Myrna



-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On
Behalf Of Lisa Mullins
Sent: Tuesday, June 20, 2006 7:02 AM
To: The Assessment Discussion List
Subject: [Assessment 368] Re: Math anxiety and assessment

Myrna, 
In your book The Problem Solver you tackle algebraic
concepts in the very beginning of the book.  This is
in contrast to many books on the market.  I use this
technique as well.  My students are caught by the fact
that algebra (a scary term for some) is so simple and
can be used for many reasons. However, some people are
skeptical that this will result in better scores or
better understanding. 

Can you discuss the contrasts of learning math
beginning with whole numbers and working up to
algrebra versus using algebra as a problem solving
method with all number systems throughout the math
learning process.  Are the results better scores
sooner? 
 
Thanks, 
Lisa Mullins
Hawkins County Adult Ed
Rogersville, Tennessee

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