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[Assessment 377] Re: Math anxiety and assessmentDavid Rosen djrosen at comcast.netThu Jun 22 16:23:04 EDT 2006
Beverly and others, On Jun 22, 2006, at 4:14 PM, Beverly Davis wrote: > 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! 1. Go to http://www.literacy.cuny.edu/ 2. Select "Resources" 3. At the prompt, type in the user name literacy and the password resources06 David Rosen djrosen at comcast.ne > > > 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 >> >> >> ------------------------------- >> National Institute for Literacy >> Assessment mailing list >> Assessment at nifl.gov >> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment >> ------------------------------- >> National Institute for Literacy >> Assessment mailing list >> Assessment at nifl.gov >> To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment >> > > --------------------------------------- > 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 > ------------------------------- > National Institute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment t
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