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[Assessment 369] Re: Math anxiety and assessmentMyrna Manly mmanly at earthlink.netTue Jun 20 17:03:22 EDT 2006
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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