Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB2Ei0F22140; Thu, 2 Dec 2004 09:44:00 -0500 (EST) Date: Thu, 2 Dec 2004 09:44:00 -0500 (EST) Message-Id: <005301c4d87c$e4abdfb0$b6a6c3d8@cattycove> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Donna Curry" <donnac@gwi.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2890] Using Math to Solve Problems and Communicate Performance Continuum X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1484 Lines: 34 In recent weeks, there have been several postings to other practitioner listservs regarding "math". It made me begin to wonder what people who are somewhat familiar with EFF know and understand about the EFF Standard Use Math to Solve Problems and Communicate or about the Performance Continuum that supports the Standard. I think that the Use Math Standard and accompanying Performance Continuum pushes us to think differently - not just about the math that we teach, but WHEN it is taught and HOW it is taught. For example, many of us had to learn our "basic facts" before we were allowed to move to seemingly more difficult concepts such as fractions, decimals, or percents. Geometry concepts, data and statistics, and algebra were all considered much more advanced topics and were relegated to the back of the math book. I wonder how many of us got stuck and never made it to the "back of the book"?? If you haven't looked at the EFF Use Math to Solve Problems and Communicate Performance Continuum, I encourage you to do so at http://eff.cls.utk.edu/assessment/math5.htm. Begin by just looking at the skills, knowledge, and strategies needed for level 1. What strikes you about what's required of learners at that level that is different from our own experiences with learning math? I would enjoy hearing your comments. Donna Donna Curry EFF Facilitator Center for Training and Technical Assistance Center for Literacy Studies University of Tennessee
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