Mae, I went to the website you listed and couldn't get to any math 
problems.  Could you tell me what I am doing wrong.  Thank you!


Mae Dick wrote:



>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

>

>http://www.nifl.gov/mailman/listinfo/assessment 

>

>

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---------------------------------------
It is not the load that breaks you, it 
is the way you carry it. 

Beverly Davis
ABE/GEDButler Community College
Instructional Coordinator
(316) 321-4030, ext. 113