Not only is conceptual understanding the "Velcro" that helps mathematical
concepts stay with students, conceptual understanding is needed for
transferability of mathematics to a new situation.  They need to see the
mathematics in different situations.    Whether or not a student will ever
move vertically in mathematics, all workers need the ability to apply
mathematics horizontally to future problems.  Technology advancements and
globalization are rapidly changing skill sets for current jobs.
Transferability is important to adapt to learning new skill sets, learning
new jobs, or learning towards career changes.  We not only need to prepare
our students mathematically for current needs, but provide a mathematical
foundation on which they can build for future needs unknown to exist right
now.  
 
Joanne Kantner
Adult Student Connections
Adult & Continuing Education
Department of Mathematics
Kishwaukee College

  _____  

From: specialtopics-bounces at nifl.gov [mailto:specialtopics-bounces at nifl.gov]
On Behalf Of Mdr151 at aol.com
Sent: Thursday, September 20, 2007 9:31 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 722] Re: The Last day of Numeracy Discussion
isFriday


In a message dated 9/20/2007 5:46:46 P.M. Eastern Standard Time,
djrosen at comcast.net writes:

Most tests that are used in adult education and for college  
placement focus mainly on skills. How does teaching numeracy with all  
its components prepare adults for these tests? Wouldn't a focus on  
practicing computation skills be a more efficient preparation for them?


If practicing computation skills worked, then why are our adult ed and
developmental classes flooded with students that can't do computation? What
I have found is that teaching conceptually is the "Velcro" that helps
mathematical concepts stay with a student.  Most placement tests are
multiple choice. Using reasoning and estimation skills aid students to
eliminate answers that don't make sense. Beyond that, once a student passes
a college placement exam, the ability to problem solve, think
mathematically, and feel confident about math are  far greater skills to
have as they engage in higher mathematics. 
 
Pam Meader



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