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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