[Numeracy 36] Re: Hello

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Susan Jones SUJones at parkland.edu
Fri Jan 22 12:33:11 EST 2010


In my experience, the "higher problems" need the times tables even more.

Many college math classes include factoring. Facility with knowing what factors are is pretty important there. In addition, that facility with the times tables can also contribute (but no, it doesn't necessarily do it) to better "number sense" - thinking of numbers as things with meaning instead of a randomly generated code. 3 x 4 should give you a smaller number than 4 x 9, and that sort of thing...

I would like to see better tools for mastering the times tables.

Susan Jones
Academic Development Specialist
Center for Academic Success
Parkland College
Champaign, IL 61821
217-353-2056
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
http://bicyclecu.blogspot.com



>>> "GREER, Karen" <Karen.Greer at victoriacollege.edu> 1/22/2010 11:00 AM >>>

As a foundations ABE teacher I also struggle with multiplication facts. I use a deck of cards from the $ store for handy practice tools. I have a complete presentation I do for teachers on how to teach math using cards. My comment and question is, a calculator can be used on half of the GED and what person cannot use a calculator. My thinking is gravitating to using tools because valuable time seems to be lost over fretting over the times tables. My students after using calculators are starting to remember some.If we can help them learn the process and reasoning to solve problems, tools can help them get the answers and move on to higher problems.
Karen Greer
Victoria College Adult Ed. Victoria,Tx. kgreer at victoriacollege.edu

________________________________________
From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of anita at gplc.org [anita at gplc.org]
Sent: Friday, January 22, 2010 8:30 AM
To: numeracy at nifl.gov
Subject: [Numeracy 30] Hello

My name is Anita Markowitz and I am a GED and ABE instructor with the
Greater Pittsburgh Literacy Council. I have taught different subjects to
adults for about 15 years. Before teaching adults I taught first grade.
My area of comfort is reading as I have a MS in Reading, but I teach more
math than reading in my GED class and in my beginning level ABE class. I
suspect that many of my beginning level students have learning problems
with math.
I joined this group to learn more about math and/or numeracy. I try to
keep word problems in my GED math class related to work and how they can
use math on the job. I have a question for the group. How do you get
adults to learn their multiplication tables? I have students (of all ages
from 18 to mid 70's) come into class and use various methods to work out
multiplication and division problems. (Some of my beginners also make
marks on scratch paper to add and subtract.) It takes a long time and I
can see how it hurts them when they test on the TABE test and on the GED
Math section of a Practice Test. They don't finish because they don't
know the multiplication tables by heart.


Anita Markowitz
Greater Pittsburgh Literacy Council
Adult Education Instructor
412-393-7609/412-552-7067



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