I have a couple of question also: Is it my imagination or selective
memory? It seems to me that there is less mathematical content taught
now then there was say 20 years ago. The Algebra I and Algebra II
courses that I was responsible for teaching most recently don't seem to
have as much content as the ones that I remember taking. 

My second question is: do you think the drive to push all students,
starting in elementary school and continuing through high school, into
data analysis, i.e. line of best fit and measures of central tendency,
is a worthwhile goal?  And lastly, I think that the high stakes tests
have murdered the mathematics curriculum, especially the teaching of
introductory Algebra courses. What is your collective opinions?

 

Stephanie Shultz 

ESL Facilitator

Telamon Corporation

917 Mt. Hermon Rd.

Salisbury, MD 21804

410-546-4604 ext 118

sshultz at telamon.org

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of David J. Rosen
Sent: Sunday, September 16, 2007 8:59 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 651] The Components of Numeracy study

 

Special Topics Colleagues,

 

Today we begin a discussion about the Components of Numeracy  study.  I
would like to welcome our guest authors: Mary Jane Schmitt, Lynda
Ginsburg and Myrna Manley. I will post some questions now and will
follow up with other questions later. I encourage you to submit your
questions and comments, too. As our discussion will end this Friday,
however, please don't wait too long to post your question(s). If you
haven't yet, please take a look at the study and accompanying documents.
(See below.)

 

Here are my questions to our guests about the study:

 

1. Can you describe (or point subscribers to descriptions in the
readings that describe) the three major components and also give
examples of how they interact?

 

Context - the use and purpose for which an adult takes on a task with
mathematical demands

 

Content - the mathematical knowledge that is necessary for the tasks
confronted 

 

Cognitive and Affective - the processes that enable an individual to
solve problems, and thereby, link the content and context 

 

2. Where does mathematical fluency fit into the components, that is,
learners becoming comfortable, quick, and enthusiastic about engaging
with numeracy to solve problems? 

 

3. In the United States now, what is driving how math is taught and
learned? Is it student-defined contexts, as they present them to their
teachers? Is it curriculum frameworks? Or is it the standardized tests
called for by the NRS? Is it all the above? Can you give us an overview
of where - in the country - each of these "drivers" now has some sway?

 

 

For more information, including links to the readings, please go to:

 

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

 

or the short Web address:

 

http://tinyurl.com/yvo6hf

 

Your colleagues who may wish to join this discussion can subscribe by

going to

 

http://www.nifl.gov/mailman/listinfo/specialtopics

 

After you complete the simple registration form (30 seconds) you will

receive an email asking you to confirm that you wish to subscribe.

Immediately reply to the email to complete your subscription. After

the discussion ends you can unsubscribe from the same Web address, or

stay on for the next discussion.

 

David J. Rosen

Special Topics Discussion Moderator

djrosen at comcast.net
---
 
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