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[SpecialTopics 681] Re: SpecialTopics Digest, Vol 14, Issue 30 Adult Numeracymarty.lopinto at fuse.net marty.lopinto at fuse.netTue Sep 18 17:13:54 EDT 2007
You can also find them at www.keypress.com Marty Lopinto -- Marty Lopinto ---- marty.lopinto at fuse.net wrote: > > 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 > > ------------------------------- > 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
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