Hello Myrna,

Please do write a detailed comparison between learning to swim, doing  
puzzles, and learning math -- on the ALE Wiki and/or for publication  
elsewhere.  The complexities and details would be fascinating. Many  
of us could benefit, as teachers and learners, from your experience.

David J. Rosen
newsomeassociates.com
djrosen at comcast.net



On Jun 24, 2006, at 5:37 PM, Myrna Manly wrote:


> It is uncanny that David would mention puzzles and swimming as  

> analogies to

> math anxiety.  We just met a few months ago and he doesn't know  

> that, not

> only am I a devoted puzzle person, but I taught swimming for many  

> years!

>

> I started to write some detailed comparisons between the steps in  

> learning

> to swim and similar benchmarks when learning to be comfortable with  

> math,

> but that soon got too complex.  However, I can confidently say that  

> in both

> cases, an anxious person overcomes fear by becoming familiar with  

> how the

> "medium" works. For example, the learner gains security by knowing how

> buoyancy is affected by the different positions of your body (you  

> can float

> and glide on top of the water more effectively when your head is  

> submerged)

> and how numbers act in consistent ways in various applications (the

> properties hold whether you are finding an average or a perimeter.

>

> Stimulating questions!

>

> Myrna

>

> -----Original Message-----

> From: assessment-bounces at nifl.gov [mailto:assessment- 

> bounces at nifl.gov] On

> Behalf Of David Rosen

> Sent: Friday, June 23, 2006 3:59 AM

> To: The Assessment Discussion List; The Women and Literacy  

> Discussion List

> Subject: [Assessment 379] Math as a puzzle, or swimming

>

> Myrna, Judy, and others,

>

> I am cross-posting this question to both the Women Literacy and

> Assessment lists, and hope that anyone who wishes to will join in.

>

> On National Public Radio Weekend Edition Sunday, in the Will Shortz

> "Puzzle Master" segment, the Public Radio host, Liane Hansen, often

> asks the contestant, "Are you a puzzle person?"  How would you answer

> this question? For me, it's complicated. If I knew I wouldn't have to

> compete on the radio, and if I had as much time as I needed,  I might

> say "sometimes," depending on the kind of puzzle.

>

> Those who would without waffling say yes, do not have "puzzle

> anxiety." They confidently dive into the deepest, coldest puzzle

> knowing that even if they thrash about they won't sink, and that they

> also know several strokes (strategies) in addition to treading water.

> Those who hesitate, qualify their "yes", or answer "no" have probably

> gulped water a few times, and it wasn't fun.  They may be thinking

> that these waters are dangerous.

>

> So here's my question.  How do you as a teacher help those who are

> not "puzzle people," or "math people," become more confident?  Is it

> best for them to learn a few strokes first in shallow water?  Or to

> dive right in to the deep parts with a buddy who can swim?  What is

> the teacher's role as lifeguard? What are some strategies to help the

> most anxious to put their toes in the water?  How do you help a

> mature fish to not feel foolish learning to swim next to all these

> smart fry swimming circles around them?  How do you help an cautious

> swimmer become a strong swimmer?

>

> And since overcoming any anxiety is tough work, what do you tell your

> students is the reward?  What's so great about swimming when you can

> enjoy sitting on a sunny beach or walking on the shore?

>

> And do you have any good stories? Let's hear about one of your

> students who was "aquaphobic" and who now loves to dive and to play

> water polo, or who at least can enjoy an occasional swim.  How,

> exactly did that transformation happen?  What was your role?

>

> David Rosen

> djrosen at comcast.net

>

>

>

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David Rosen
djrosen at comcast.net