In a message dated 9/18/2007 8:01:59 P.M. Eastern Standard Time,  
djrosen at comcast.net writes:

. At the  end of the paper you write about the importance of a  
“productive  disposition” that is, learners having beliefs in their  
ability to do  numeracy and in its usefulness to them, and having  
positive feelings  about numeracy. Is this, the affective part of this  
component, more  important than the other components?  Does it need to  
be  addressed first, or is it addressed through a teaching and  
learning  process that weaves together all components equally? Can  
this  weaving process take place for learners who have very negative   
feelings about their ability to do numeracy?



I have been lurking reading all the wonderful responses but do want to  weigh 
in on this one.  I believe the productive disposition to be very  important.  
Brain research has concluded that most learning passes through  the emotional 
part of the brain first. If a student is stressed or scared, the  system 
shuts down. However to overcome the "fear factor", I believe  addressing the other 
subcomponents especially conceptual understanding help to  lessen the fear.  
Many students that I have surveyed say they don't like  math or fear math 
because they never understood it. Developing conceptual  understanding either 
through use of manipulatives, journal writing, discovery  labs, etc. helps student
s feel engaged and less fearful of a subject they  previously had felt doomed 
to stumble through.
 
Pam Meader
Math Chair, Portland Adult Education
Portland, Maine
Past President Adult Numeracy Network



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