I use the Empower Books also!  Great hands on exploratory lessons.
Go to www.peppercornbooks.com
Good Luck
They are worth spending the money on & they are reproducible!!!
Marty Lopinto
Great Oaks ABLE
Cincinnati, Ohio

--
Marty Lopinto

---- kdowdy at austincc.edu wrote: 

> Hi Mari,

> 

> I would love to know more about the TIAN materials.  Are they books, 

> manipulatives, or a combination there of?  Also how might you go about 

> ordering these materials?

> 

> Thanks so much,

> Kathy Dowdy

> Austin Community College-Adult Education

> 

> Mari John <mjohn at kats.tec.ks.us> said:

> 

> > I started teaching from the TIAN materials (fractions, decimals and 

> percents book) and they're wonderful.  One of my students said the visual 

> number line and the "half of a half" concept for understanding one-fourth of 

> a number has given her a new understanding of fractions.  She's very bright 

> in reading and writing but has always struggled with math.  Others have 

> also "religiously" used that number line to understand the concept of 

> breaking down a whole number into fractions.  I taught from the data and 

> graph and algebra book last year.   I heard similar comments:  "They never 

> taught us this way when I was in school"!!

> > 

> > Mari John

> > Kansas

> > 

> > -----Original Message-----

> > From: specialtopics-bounces at nifl.gov [mailto:specialtopics-

> bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov

> > Sent: Tuesday, September 18, 2007 11:00 AM

> > To: specialtopics at nifl.gov

> > Subject: SpecialTopics Digest, Vol 14, Issue 30

> > 

> > Send SpecialTopics mailing list submissions to

> >         specialtopics at nifl.gov

> > 

> > To subscribe or unsubscribe via the World Wide Web, visit

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

> > or, via email, send a message with subject or body 'help' to

> >         specialtopics-request at nifl.gov

> > 

> > You can reach the person managing the list at

> >         specialtopics-owner at nifl.gov

> > 

> > When replying, please edit your Subject line so it is more specific

> > than "Re: Contents of SpecialTopics digest..."

> > 

> > 

> > Today's Topics:

> > 

> >    1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives

> >       (Lynda Ginsburg)

> >    2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)

> >    3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult

> >       (Lynda Ginsburg)

> >    4. [SpecialTopics 667] Re: International Discussion Ends     and

> >       Numeracy  Discussion Begins (Mary Jane Schmitt)

> > 

> > 

> > ----------------------------------------------------------------------

> > 

> > Message: 1

> > Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)

> > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>

> > Subject: [SpecialTopics 664] Re: Components of Numeracy/Manipulatives

> > To: specialtopics at nifl.gov

> > Message-ID:

> >         <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>

> > Content-Type: text/plain;charset=iso-8859-1

> > 

> > Hi all,

> > 

> > I have used measuring tools, particularly rulers and tape measures, as

> > "concrete manipulatives" to help learners "see" fractions and decimals

> > (cm. rulers or tapes). The topic is ostensibly measurement, which

> > virtually every adult has found useful and worthwhile, and the need for

> > fractions or decimals is quite apparent. Equivalent fractions make sense

> > on a ruler, as do adding and subtracting fractions.

> > 

> > It has also been fun to have groups of learners design their ideal house

> > or apartment, draw it on graph paper to scale, and then make scale models

> > with cardboard. Lots of proportional reasoning, measurement, etc. People

> > have even built small cardboard furniture and brought in toy cars for the

> > driveway or street. Problem-based learning, collaboration, need to

> > communicate mathematically, and lots of math issues arise.

> > 

> > 

> > Lynda

> > 

> > Mary Wooten wrote:

> > > Manipulatives--

> > >

> > > I'm so glad someone is interested in manipulatives.  We actively use

> > > manipulatives in all our ABE/GED math classes to illustrate concrete and

> > > abstract concepts, concretely for students.  It is a way of illustrating

> > > a concept.  We have a wonderful response from students, in general.

> > >

> > > We use them both with small groups and individually.

> > >

> > > The key to acceptance with adults is modeling use of them and having

> > > them out and available in the classroom as a rule of thumb, not an

> > > exception.  We like the rolling plastic drawers to store them in so we

> > > can pull them around the room.

> > >

> > > We have obtained most of our manipulatives through the Summit Learning

> > > Company.  We have quite a few but ones we use most often are:

> > > Multiplication Wraps- great for abstracting times tables, Clock to show

> > > elapsed time,  large cardboard Thermometer - for positive and negative

> > > numbers; fraction tiles, dice, Pizza game- great for fractions with a

> > > group, decimal/fraction/ percent dominoes.

> > >

> > > Teachers do need to be trained on these and encouraged to use them.

> > >

> > >

> > >

> > >

> > >

> > >

> > >

> > > Mary S. Wooten  M.Ed.

> > >

> > > GED Coordinator

> > >

> > > Adult Basic Education

> > >

> > > Santa Fe Community College

> > >

> > > Santa Fe, NM 87508

> > >

> > > Phone  (505) 428-1329

> > >

> > >

> > >

> > > -----Original Message-----

> > > From: specialtopics-bounces at nifl.gov

> > > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau

> > > Sent: Sunday, September 16, 2007 4:49 PM

> > > To: specialtopics at nifl.gov

> > > Subject: [SpecialTopics 652] Re: Components of Numeracy

> > >

> > >

> > >

> > > I am interested in the use of manipulatives in the adult ed math

> > > classroom.  How are manipulatives used?  How do you introduce

> > > manipulatives to adults?  Do you use manipulatives in an individualized

> > > setting?  What are your favorite manipulatives?

> > > Thanks,

> > > Kathie

> > > Billings, Montana

> > >

> > >

> > > -----Original Message-----

> > > From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen

> > > Sent: Sun 9/16/2007 5:44 AM

> > > To: specialtopics at nifl.gov

> > > Subject: [SpecialTopics 649]  Components of Numeracy

> > >

> > > Colleagues,

> > >

> > > Some of you have emailed me that you have been eagerly awaiting the

> > > discussion on the components of numeracy study.

> > >

> > > To get full benefit from the discussion this week you will need to

> > > prepare.  It won't take long.  You'll find links to the readings at:

> > >

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

> > >

> > > or the short Web address:

> > >

> > > http://tinyurl.com/yvo6hf

> > >

> > >

> > > So far I have not received any questions from subscribers.  Please

> > > read the preparation documents and then e-malil your questions to me

> > > or to the list today.

> > >

> > > Thanks,

> > >

> > > David J. Rosen

> > > Special Topics Discussion Moderator

> > > djrosen at comcast.net

> > >

> > >

> > >

> > >

> > >

> > > -------------------------------

> > > National Institute for Literacy

> > > Special Topics mailing list

> > > SpecialTopics at nifl.gov

> > > To unsubscribe or change your subscription settings, please go to

> > > http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > > Email delivered to ginsburg at rci.rutgers.edu

> > 

> > 

> > --

> > Lynda Ginsburg

> > Senior Research Associate, MetroMath

> > Rutgers University

> > tel: 732-445-1409

> > 

> > 

> > ------------------------------

> > 

> > Message: 2

> > Date: Mon, 17 Sep 2007 22:12:42 -0400

> > From: "David J. Rosen" <djrosen at comcast.net>

> > Subject: [SpecialTopics 665]  Components of Numeracy

> > To: specialtopics at nifl.gov

> > Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>

> > Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;

> >         format=flowed

> > 

> > Colleagues,

> > 

> > I do hope our guest authors might address the three questions I posed

> > yesterday, and here are  three more:

> > 

> > 4. One difference, that you point out in the study on page 15,

> > between how children and adults learn numeracy is ?The inclusion of

> > societal contexts in adult-focused frameworks stands in marked

> > contrast to the exclusion of such contexts in school-based

> > frameworks.?  Are there other differences?

> > 

> > 5. I have been looking at some numeracy teaching/teacher training

> > videos, for example:

> > 

> > http://mlots.org (?Ratio and Proportion?)

> > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)

> > 

> > Most of the videos I have found are focused on children; very few are

> > focused on adults; but the approaches are similar: getting teachers

> > comfortable in the language and use of numeracy thinking, organizing

> > classrooms so students are actively engaged in discovery of numeracy

> > concepts, and helping learners make those concepts and related skills

> > their own. What do you see as the similarities between how children

> > and adults ideally should learn numeracy?

> > 

> > 6. On pages 16-17 of the study you describe a continuum of

> > contextualization and give examples of two very different word

> > problem learning activities, the opposite ends of the spectrum. The

> > first is a decontextualized opportunity to practice some recently-

> > taught skills ? an activity that is ?realistic?, not ?real?. The

> > second grows from a real-life context where students do not have

> > clues, other that the context of the problem itself, for what

> > numeracy is needed. I wonder if you have other examples along the

> > continuum that you could share.

> > 

> > David J. Rosen

> > Special Topics Discussion Moderator

> > djrosen at comcast.net

> > 

> > 

> > 

> > 

> > ------------------------------

> > 

> > Message: 3

> > Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)

> > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>

> > Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult

> > To: specialtopics at nifl.gov

> > Message-ID:

> >         <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>

> > Content-Type: text/plain;charset=iso-8859-1

> > 

> > Hi David et al,

> > 

> > I wanted to comment on some of the issues you raised about the differences

> > between children's and adults' experiences learning math/numeracy. To me,

> > one of the primary differences is the whole idea of learning math vs.

> > learning numeracy.

> > 

> > In school, children are generally learning math so that they can go on to

> > and be successful in higher levels of math. Children are full time

> > students; that's pretty much what they do. While there is an assumption

> > that the math children learn will be available for other, everyday

> > purposes, meeting those purposes (usually expected to be in the future) is

> > not generally the goal of school.  Thus, our statement about the exclusion

> > of societal contexts in school math. I know that's a gross generalization,

> > but I think it's often true. Just think about "word problems" that have

> > sometimes been promoted as "real world applications." Word problems are

> > virtually always contrived, pretty formulaic, and function as

> > computational examples with words, and usually aren't very

> > realistic/meaningful to the learner (When was the last time a teenager

> > really needed to figure out when the two trains would meet? For that

> > matter, when was the last time you needed to figure that out?). Most of us

> > noticed pretty quickly that the word problems following the pages on

> > multiplying fractions could all be solved by multiplying the fractions

> > between the words.

> > 

> > On the other hand, we have been thinking of "numeracy" as being integrally

> > connected with real world activity, continuously crossing the

> > school/everyday life chasm. Adult learners have one foot in the classroom

> > and the other in the outside world. They bring that world into the

> > classroom with their experiences, and they should be able to bring their

> > classroom-based learning out to their real lives. Tasks and problems in

> > real life are messy, call for judgements, estimations, and assumptions.

> > Math becomes a tool, not an end in itself.

> > 

> > Without getting into the whole "math wars" thing, the K-12 math reform

> > movement has tried to shift the emphasis of school math learning from a

> > focus on acquiring and mastering decontextualized computation skills to a

> > focus on developing conceptual understanding. To me, this is a shift

> > towards my vision of numeracy.

> > 

> > Getting back to your question about the teacher training videos that show

> > children exploring, talking about math concepts, struggling with making

> > meaning of the math -- I agree these are similar to what I would like to

> > see in adult ed classes. The few existing videos of adult ed math

> > instruction are also in this vein (from the TIAN/EMPower projects, from

> > NCAL's PDK, others?) Generally all these videos are from reform classes,

> > often from National Science Foundation curriculum projects. I think these

> > video tapes have been created from the need for teachers (K-12 & adult ed)

> > to be able to see what a different kind of instruction might look like,

> > especially since most teachers didn't experience this kind of schooling

> > themselves. [I know that this was the rationale behind "Captured Wisdom"

> > which focused on using technology in the classroom].

> > 

> > That said, I am sure there are also some videos out there promoting rote

> > learning of math facts, but we all already know what that looks like.

> > 

> > Sorry to be rambling,

> > Lynda

> > 

> > 

> > David J. Rosen wrote:

> > > Colleagues,

> > >

> > > I do hope our guest authors might address the three questions I posed

> > > yesterday, and here are  three more:

> > >

> > > 4. One difference, that you point out in the study on page 15,

> > > between how children and adults learn numeracy is ?The inclusion of

> > > societal contexts in adult-focused frameworks stands in marked

> > > contrast to the exclusion of such contexts in school-based

> > > frameworks.?  Are there other differences?

> > >

> > > 5. I have been looking at some numeracy teaching/teacher training

> > > videos, for example:

> > >

> > > http://mlots.org (?Ratio and Proportion?)

> > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)

> > >

> > > Most of the videos I have found are focused on children; very few are

> > > focused on adults; but the approaches are similar: getting teachers

> > > comfortable in the language and use of numeracy thinking, organizing

> > > classrooms so students are actively engaged in discovery of numeracy

> > > concepts, and helping learners make those concepts and related skills

> > > their own. What do you see as the similarities between how children

> > > and adults ideally should learn numeracy?

> > >

> > > 6. On pages 16-17 of the study you describe a continuum of

> > > contextualization and give examples of two very different word

> > > problem learning activities, the opposite ends of the spectrum. The

> > > first is a decontextualized opportunity to practice some recently-

> > > taught skills ? an activity that is ?realistic?, not ?real?. The

> > > second grows from a real-life context where students do not have

> > > clues, other that the context of the problem itself, for what

> > > numeracy is needed. I wonder if you have other examples along the

> > > continuum that you could share.

> > >

> > > David J. Rosen

> > > Special Topics Discussion Moderator

> > > djrosen at comcast.net

> > >

> > >

> > > -------------------------------

> > > National Institute for Literacy

> > > Special Topics mailing list

> > > SpecialTopics at nifl.gov

> > > To unsubscribe or change your subscription settings, please go to

> > > http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > > Email delivered to ginsburg at rci.rutgers.edu

> > >

> > 

> > 

> > --

> > Lynda Ginsburg

> > Senior Research Associate, MetroMath

> > Rutgers University

> > tel: 732-445-1409

> > 

> > 

> > ------------------------------

> > 

> > Message: 4

> > Date: Tue, 18 Sep 2007 08:38:23 -0400

> > From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>

> > Subject: [SpecialTopics 667] Re: International Discussion Ends  and

> >         Numeracy        Discussion Begins

> > To: specialtopics at nifl.gov

> > Message-ID:

> >         <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-

> 8525735A.00456EAD at terc.edu>

> > Content-Type: text/plain; charset="utf-8"

> > 

> > Hi Louise

> > 

> > Yes, current versions of spell-check reject the word numeracy, even though

> > its usage is becoming more common. When we used it in our papers, we

> > generally meant adult numeracy. Early childhood numeracy* is different

> > because numeracy does depend upon context - and age can be thought of as a

> > contextual  and a cognitive factor. The math appropriate for a 3-year old

> > to learn, understand, and be able to do is different for an adult. On the

> > other hand, all age groups are included when being numerate is defined as

> > having `the ability and inclination to use mathematics effectively in our

> > lives--at home, at work, and in the community' (New Zealand Ministry of

> > Education, 2001).

> > 

> > As far as far as the relationship among mathematics, literacy, and

> > numeracy, some  use a Venn diagram to illustrate numeracy as the

> > intersection of mathematics and literacy - that might be a better analogy

> > than a bridge between math and literacy. In fact, we see the term

> > "mathematical literacy" to be synonymous with numeracy.

> > 

> > * An aside, as we meant to focus on adult numeracy during this discussion:

> >  There is a rich body of research on early numeracy development, even in

> > infants. I am fascinated by studies that have shown 6-month olds to be

> > aware of subtraction errors (as evidenced by extended gaze), or the idea

> > that babies can subitize, (recognize small quantities without counting) .

> > Australia and New Zealand have early numeracy educational initiatives that

> > are very interesting. I think Dave Tout and I stand corrected on the K-12

> > designation for "school math before reaching adulthood."  Even though many

> > of the documents we referred to focused on K-12, we could have included

> > pre-K.

> > 

> > Take care,

> > Mary Jane

> > 

> > 

> > Mary Jane Schmitt

> > TERC

> > 2067 Massachusetts Avenue

> > Cambridge, MA  02140

> > mary_jane_schmitt at terc.edu

> > www.adultnumeracy at terc.edu

> > 

> > 

> > 

> > 

> > Louise Wiener <lwiener at llfinc.org>

> > Sent by: specialtopics-bounces at nifl.gov

> > 09/17/07 10:02 PM

> > Please respond to

> > specialtopics at nifl.gov

> > 

> > 

> > To

> > <specialtopics at nifl.gov>

> > cc

> > 

> > Subject

> > [SpecialTopics 663] Re: International Discussion Ends and       Numeracy

> > Discussion Begins

> > 

> > 

> > 

> > 

> > 

> > 

> > Dear David,

> > 

> > I found the Tout and Schmitt chapter particularly invigorating and

> > challenging and hope Dr. Schmitt might comment on two thoughts for

> > starters.

> > 

> > I was surprised at the frequent reference to K-12 with almost no reference

> > to pre-K.  I first became familiar with the term numeracy in the context

> > of Head Start standards. Is there research on numeracy in the early

> > childhood field ? or has the name alone been adopted?

> > 

> > I was struck, too, by the reference to numeracy as the bridge between

> > mathematics and the real world. I see it  equally as the bridge between

> > mathematics and literacy because  it captures (builds on?) the language

> > and concepts of math as contrasted with the pure computation of math.

> > 

> > You will note that at least my spell-check rejects ?numeracy? as a valid

> > word.  Perhaps we should start by lobbying there!

> > 

> > Thank you, Louise

> > --

> > Louise W. Wiener, Chairman of the Board

> >     Learning and Leadership in Families

> >     2701 12th Street NE

> >     Washington, DC 20018

> > 

> >     Mobile Phone: 301-213-6516

> >     Office Phone: 202-243-7783

> >     Website: www.LLFinc.org

> >     Email: lwiener at LLFinc.org

> > 

> >     United Way / CFC # 8981

> > 

> > 

> >   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

> > 

> > Special Topics Colleagues,

> > 

> > I want to thank our guests for the topic:  What International Literacy

> > Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, Dr. John

> > Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and Dr.

> > Ujwala Samant. I know we have only scratched the surfaces of several

> > issues here in this one short week, but the discussion has been

> > tantalizing.  I also want to thank Oxfam for making the book Developing

> > Adult Literacy: Approaches to planning, implementing and delivering

> > literacy initiatives by Juliet Merrifield Juliet McCaffrey, and Juliet

> > Millican available by download free for this discussion. It will be

> > available in hard copy on September 30, 2007.

> > 

> > This marks the end of the international literacy discussion, for now at

> > least.

> > 

> > On Monday we will begin a new discussion on The Components of Numeracy

> >  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an occasional

> > paper published by the National Center for the Study of Adult Learning

> > and Literacy.

> > 

> > For more information, and a short list of readings to prepare for the

> > discussion please go to:

> > 

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

> > 

> > or the short Web address:

> > 

> > http://tinyurl.com/yvo6hf

> > 

> > Please e-mail your questions for our numeracy guest experts

> > to specialtopics at nifl.gov

> > 

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

> > by going to:

> > 

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

> > 

> > After they complete a simple registration form (30 seconds) they

> > will receive an email asking them to confirm that they wish to

> > subscribe. They should Immediately reply to the email to complete their

> > subscription. After the discussion ends they 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

> > 

> > 

> > 

> > 

> > 

> > -------------------------------

> > National Institute for Literacy

> > Special Topics mailing list

> > SpecialTopics at nifl.gov

> > To unsubscribe or change your subscription settings, please go to

> > http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > Email delivered to lwiener at llfinc.org

> > -------------------------------

> > National Institute for Literacy

> > Special Topics mailing list

> > SpecialTopics at nifl.gov

> > To unsubscribe or change your subscription settings, please go to

> > http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > Email delivered to mary_jane_schmitt at terc.edu

> > 

> > -------------- next part --------------

> > An HTML attachment was scrubbed...

> > URL: 

> http://www.nifl.gov/pipermail/specialtopics/attachments/20070918/38d9f40b/att

> achment-0001.html

> > 

> > ------------------------------

> > 

> > -------------------------------

> > National Institute for Literacy

> > Special Topics mailing list

> > SpecialTopics at nifl.gov

> > To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > 

> > End of SpecialTopics Digest, Vol 14, Issue 30

> > *********************************************

> > -------------------------------

> > National Institute for Literacy

> > Special Topics mailing list

> > SpecialTopics at nifl.gov

> > To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > Email delivered to kdowdy at austincc.edu

> > 

> 

> 

> 

> -- 

> 

> 

> 

> -------------------------------

> National Institute for Literacy

> Special Topics mailing list

> SpecialTopics at nifl.gov

> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/SpecialTopics

> Email delivered to marty.lopinto at fuse.net