Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iALC5v112537; Sun, 21 Nov 2004 07:05:58 -0500 (EST) Date: Sun, 21 Nov 2004 07:05:58 -0500 (EST) Message-Id: <20041121120332.YGPW1432.out012.verizon.net@Barb> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1185] Re: Math research X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5137 Lines: 120 Thanks, David, for nudging me... FOB hasn't run anything on math research per se, although the article by Kathy Safford, in FOB Volume 4B, explores the theories that underlie different approaches to math instruction. That's definitely a handy piece: http://ncsall.gse.harvard.edu/fob/2000/safford.html In the book "Adult Numeracy Development, Theory, Research, Practice" edited by Iddo Gal, [published in 2000 by Hampton Press, Cresskill, NJ, 1.800.894.8955 TOLL FREE...]chapter 2 by Diana Coben, covers research findings on numeracy, mathematics, and adult learning. That's worth tracking down. Another chapter in that book, by Leslie Arriola, describes the teacher research project she did, investigating the development of "learning to Learn" skills. Many other chapters in the book will be of interest to those of us who have been enjoying this discussion. For example, you'll find useful "Teaching Mathematics to Adults with Specific Learning Difficulties" by Sacks and Cebula, and Wim Matthijsse's chapter looks at "Adult Numeracy at the Elementary Level: Addition and Subtractionup to 100." Nevertheless, I was struck with how little research was included in the book, yet at the same time, that's not strange at all, given how little adult literacy-related research is available at all. The person who would know of any research that would be useful to this discussion is Mary Jane Schmitt. Mary Jane, can you direct us to any? Barb Garner -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov] On Behalf Of David Rosen Sent: Friday, November 19, 2004 10:43 PM To: Multiple recipients of list Subject: [NIFL-FOBASICS:1183] Re: Math web sites Katrina, Thanks for the numeracy web site recommendations. I'll take a look. I posted some more basic level recommendations in another message, to Nick. Since this list's focus includes research, I wonder what kinds of research there is on how adults learn math. Barb, has FOB looked at this? If so, could you suggest some articles we might read. Anyone, are there good studies of how adults learn math -- especially very basic level skills like number facts and basic operations? Is there evidence for what I have argued, for example, that adults (as well as kids) can learn/need to learn how to think mathematically -- even while they are learning the most basic numeracy skills? Perhaps I should post this question on the numeracy list, too. David J. Rosen djrosen@comcast.net On Friday, November 19, 2004, at 09:26 PM, Katrina Hinson wrote: > I looked at the sites David provided - while they are good 'resources' > they leave a lot to be desired and they make basic assumptions that > adult students are at a certain level that they may not be. Just > because > someone is old enough to be called an adult based on their age, > doesn't > mean their learning style is going to be as advanced. In most cases > their learning style is often still very elementary and you have to > find > a way to address that, that builds the student up, helps get them where > they should be, and teach them at the same time. My class is comprised > of mixed ages from just turned 17 to almost 60. I've had older. One of > my older students will ask for simpler work on a complex subject rather > than working in the GED level books - often because the book lacks the > depth and simplicity she needs. She learned the parts of a cell, by > actually drawing the cell and labeling it, which may not be a very > adult > activity, but she walked away learning the difference between a > mitochondria and a vacuole. She definitely has to learn things 'piece' > meal...part by part, until she understands it. She does the same with > her math work. I liked the power point presentation provided by the > earlier responder. Yes, the graphics, I might would change, but at the > same time, the parents in my class, would relate because they have to > explain the same thing to their children. It makes the math relevant to > them and they want to learn it. > > Some students are going to be more advanced than others and some of the > websites you suggested work well for them - but for beginning > students, > or students that have a lot of fear about math, all they might do is > intimidate and frustrate a student. > > I will say that I much prefer interactive websites over ones that are > just a simple resource and I like ones that combine instruction along > with the interactivity. > > http://www.aaamath.com/ is an excellent combination of explanation and > practice. It's great reinforcement to use when you've taught a skill in > class and want to give some follow-up work when a student didn't quite > get it. The site covers from k-12 without any silly graphics. > > http://www.math.com/ is another good one for practice. Students can > read thru information or choose to work practice problems. > > One of students showed me http://www.purplemath.com/ but it's only for > those students who are doing algebra. It's a good resource along those > lines. > > Regards > Katrina L.Hinson > khinson@future-gate.com > > >
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