[Numeracy 106] looking for information about dual representation

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Jaye Luke flipfloprun at gmail.com
Thu Feb 4 17:44:24 EST 2010


Hi! I am looking for research that discusses/evaluates the concept of dual
representation (e.g. math manipulatives) regarding adult learners. I have
found quite a bit of information for children and within that literature it
briefly mentions adults, but not adult learners with low literacy. I would
appreciate any resource!

Cheers,
jaye

On Thu, Feb 4, 2010 at 3:37 PM, <numeracy-request at nifl.gov> wrote:


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

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

>

>

>

>

> Today's Topics:

>

> 1. [Numeracy 98] Re: how age affects learning math (mmanly)

> 2. [Numeracy 99] Re: how age affects learning math

> (Carobine, John P.)

> 3. [Numeracy 100] Re: hello (Clay, Anne)

> 4. [Numeracy 101] Re: right/left brain (Clay, Anne)

>

>

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

>

> Message: 1

> Date: Wed, 3 Feb 2010 20:36:02 -0800

> From: "mmanly" <mmanly at earthlink.net>

> Subject: [Numeracy 98] Re: how age affects learning math

> To: "'The Math and Numeracy Discussion List'" <numeracy at nifl.gov>

> Message-ID: <4555A2330222415D8EF5D9DA09B17636 at laptop>

> Content-Type: text/plain; charset="us-ascii"

>

> First, I should introduce myself. I'm Myrna Manly, an independent numeracy

> consultant. I have been working lately with an OVAE numeracy project and

> with the numeracy domain of the PIAAC international assessment of adult

> competencies.

>

> There is an interesting NYTimes article about aging and learning called

> "How

> to train the aging brain" You can find it at:

>

> http://www.nytimes.com/2010/01/03/education/edlife/03adult-t.html

>

> There may be some clues there to help us (the aging) to keep sharp and to

> help our students at the same time.

>

> Finally, regarding the discussion about the multiplication tables; in the

> interest of fairness, let's be careful to recognize that very few educators

> or curricula have stated that memorizing multiplication tables is not

> authentic. Most have said that MERELY memorizing them is not enough to

> establish a robust number and operation sense.

>

> I'm enjoying this list and learning a lot from you.

>

> Myrna

>

>

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

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On

> Behalf

> Of Susan Jones

> Sent: Wednesday, February 03, 2010 7:45 AM

> To: The Math and Numeracy Discussion List

> Subject: [Numeracy 97] Re: how age affects learning math

>

> I'm reframing the question, since I don't think "style" is the issue.

>

> I do find some patterns when dealing with students who've been away from

> "school math" for many years, which makes sense given the research

> indicating that all too many people process mathematical problems

> differently if it's "a math problem for school" vs. a situation outside of

> school.

>

> My fresher-out-of-school folks are sometimes overwhelmed by the way our

> math

> courses do mean and horrible things like put extra information in a

> problem,

> as a number. I work with them on really imagining the situation, drawing

> sketches, etc.

>

> My older students have less trouble with that -- but are far more likely to

> have incredible trouble unlearning things like "+ means you add." -5 + 3

> ... it has to be 8, and we'll debate the sign, because it says to add,

> right

> there!

>

> When I became aware of the "old models" that had to be torn down and

> rebuilt, it really helped. I'll sometimes compare it to child development

> and how a child will, at first, think all hairy four-legged thigns are dogs

> (or moose, if you're in Alaska) and call out that name... but that as they

> grow, their understanding grows. It's not that the "rules changed," it's

> that our understanding deepens.

>

> And yea, the older students are more likely to know the times tables if

> they

> went to school before memorization became "beneath" so-called "authentic"

> learning.

>

> 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

>

>

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

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

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

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

> Email delivered to mmanly at earthlink.net

>

>

>

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

>

> Message: 2

> Date: Thu, 4 Feb 2010 13:16:36 -0600

> From: "Carobine, John P." <jCarobine at CLCILLINOIS.EDU>

> Subject: [Numeracy 99] Re: how age affects learning math

> To: "The Math and Numeracy Discussion List" <numeracy at nifl.gov>

> Message-ID:

> <D5165B8FF5A05E41907F21FCD33496D90473088D at HERMES2K3.CLCILLINOIS.EDU

> >

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

>

> Thank you for that statement about multiplication tables, Myrna.

>

> I suspect that a number of students who (by whatever means attempted) don't

> know their math tables appear to be stuck in limbo. They put so much effort

> into trying to perform the table calculations that the actual focus of the

> lesson is lost in the "administrative" details they are struggling to

> accomplish. Therefore, progress is slow and difficult. Even when using

> crib sheets or calculators, it appears that number sense is still an elusive

> skill for them.

>

> Out of curiosity, has anyone taught in a homogenous setting where the math

> abilities of the students are relatively the same? I'd like to hear what

> their experience and successes/frustrations have been if they have done

> this. The program I teach in places students in class based on reading

> ability based on the TABE 25 question assessment.

>

> Does this cohort think that placing students in a ABE/GED class

> should/could be done based on math scores or should the math component of

> the GED even be separated from the reading, writing and sciences and have

> its own 20/30/40/ABE/GED level type classes? If this has ever been tried,

> again, I'd like to hear what the outcomes were.

>

> John Carobine

> ABE/ADE/GED/VST Instructor

> College of Lake County, IL

>

> ________________________________

>

> From: numeracy-bounces at nifl.gov on behalf of mmanly

> Sent: Wed 2/3/2010 10:36 PM

> To: 'The Math and Numeracy Discussion List'

> Subject: [Numeracy 98] Re: how age affects learning math

>

>

>

> First, I should introduce myself. I'm Myrna Manly, an independent numeracy

> consultant. I have been working lately with an OVAE numeracy project and

> with the numeracy domain of the PIAAC international assessment of adult

> competencies.

>

> There is an interesting NYTimes article about aging and learning called

> "How

> to train the aging brain" You can find it at:

>

> http://www.nytimes.com/2010/01/03/education/edlife/03adult-t.html

>

> There may be some clues there to help us (the aging) to keep sharp and to

> help our students at the same time.

>

> Finally, regarding the discussion about the multiplication tables; in the

> interest of fairness, let's be careful to recognize that very few educators

> or curricula have stated that memorizing multiplication tables is not

> authentic. Most have said that MERELY memorizing them is not enough to

> establish a robust number and operation sense.

>

> I'm enjoying this list and learning a lot from you.

>

> Myrna

>

>

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

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On

> Behalf

> Of Susan Jones

> Sent: Wednesday, February 03, 2010 7:45 AM

> To: The Math and Numeracy Discussion List

> Subject: [Numeracy 97] Re: how age affects learning math

>

> I'm reframing the question, since I don't think "style" is the issue.

>

> I do find some patterns when dealing with students who've been away from

> "school math" for many years, which makes sense given the research

> indicating that all too many people process mathematical problems

> differently if it's "a math problem for school" vs. a situation outside of

> school.

>

> My fresher-out-of-school folks are sometimes overwhelmed by the way our

> math

> courses do mean and horrible things like put extra information in a

> problem,

> as a number. I work with them on really imagining the situation, drawing

> sketches, etc.

>

> My older students have less trouble with that -- but are far more likely to

> have incredible trouble unlearning things like "+ means you add." -5 + 3

> ... it has to be 8, and we'll debate the sign, because it says to add,

> right

> there!

>

> When I became aware of the "old models" that had to be torn down and

> rebuilt, it really helped. I'll sometimes compare it to child development

> and how a child will, at first, think all hairy four-legged thigns are dogs

> (or moose, if you're in Alaska) and call out that name... but that as they

> grow, their understanding grows. It's not that the "rules changed," it's

> that our understanding deepens.

>

> And yea, the older students are more likely to know the times tables if

> they

> went to school before memorization became "beneath" so-called "authentic"

> learning.

>

> 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://www.resourceroom.net/>

> http://bicyclecu.blogspot.com <http://bicyclecu.blogspot.com/>

>

>

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

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

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

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

> Email delivered to mmanly at earthlink.net

>

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

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

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

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

> Email delivered to jcarobine at clcillinois.edu

>

>

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

>

> Message: 3

> Date: Thu, 4 Feb 2010 14:21:56 -0500

> From: "Clay, Anne" <aclay at gntc.edu>

> Subject: [Numeracy 100] Re: hello

> To: Linda Shilling-Burhans <lshilling at cvabe.org>, "The Math and

> Numeracy Discussion List" <numeracy at nifl.gov>

> Message-ID:

> <A622AE9A7FB9D647A2F86BA7A68C989A0431355163 at ExchangeDB.gntc.edu>

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

>

>

> In my opinion, the issues are about identifying what works, not focusing on

> left/right brain assessments. There are so many factors that affect

> learning, we could spend all our days doing assessments and never get around

> to teaching. From the basic intake forms and assessments, we should know if

> a student has problems with math (or anything else for that matter). If the

> indications are there, begin using other methods! If our brains are in tune,

> we should know not to keep on doing the ?same ole stuff? since we should

> know what the result will be!

>

> I?ll look for the R/L brain survey unless it crashed with my last computer.

>

> Anne

>

> Anne K. Clay, Lead Instructor

> Polk Adult Education

> Georgia Northwestern Technical College

> 466 Brock Road

> Rockmart, GA 30153

> Phone: 770-684-7521

> Fax: 770-684-8710

> New Email: aclay at gntc.edu

>

> [cid:image003.png at 01CAA5A5.67C856D0]

>

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On

> Behalf Of Linda Shilling-Burhans

> Sent: Wednesday, February 03, 2010 10:07 AM

> To: 'The Math and Numeracy Discussion List'

> Subject: [Numeracy 96] Re: hello

>

> Hi Jennifer, although yours is geared towards a degree, (and

> congratulations on that) I think we are all trying to find those tactics and

> strategies for our work. I really like the 'quickly remediated' part. If

> you do find that I do hope you'll share. Right now I'm focusing on right

> brain math and what's interesting is that left brained teachers (in my

> experience) can't stand it. Seeing numbers in patterns or pictures is

> messing them up. And those who have already gone the route of drill

> memorizing are also missing the point. So, I'm starting with the one whom

> multiplication has eluded. First, determining whether they are right or left

> brain learners. Not so easy to find a definitive test on that. I took some

> and got different results every time.

> Does anyone out there know of a reliable test for right/left brained

> learners that can be printed out and evaluated on paper?

> ? ? ? ? ? ?

> Linda

>

> Linda Shilling-Burhans

> Community Coordinator

> Central Vermont Adult Basic Education

> Bradford Learning Center

> 802-222-3282

>

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

>

> From: Dudley, Jennifer<mailto:JDudley at pccc.edu>

> Date: 2/2/2010 6:19:38 PM

> To: 'The Math and Numeracy Discussion List'<mailto:numeracy at nifl.gov>

> Subject: [Numeracy 94] hello

>

> My name is Jennifer Dudley. I am currently the Director of Continuing

> Education and Workforce Development at Passaic County Community College.

> Over the past twenty-five years, I have worked at three universities and one

> other community college. My educational background includes a Master of Arts

> in Media from the New School for Social Research and an MBA in Finance from

> Rutgers University. I am currently in the process of finishing my

> dissertation with the first doctoral cohort for Community College Leadership

> at Rowan University. My topic is the Community College Student: Preparation

> for the Math Placement Test. The purpose of my qualitative research study

> was to discover attitudes and beliefs regarding the value of short-term

> interventions that could influence and improve math placement scores for

> community college students at an urban campus. It was my goal to explore

> possible test preparation tactics and strategies to refresh math skills

> and/or address minor deficiencies

> that could be quickly remediated. I looked for pretest and testing

> strategies that would improve outcomes for math placement that would result

> in more accurate student placements. I am scheduled to defend on March 31.

> Any and all assistance is appreciated.

>

>

> Jennifer Dudley, MBA, SPHR

> Director

> Continuing Education and Workforce Development

> Passaic County Community College

> One College Boulevard

> Paterson, NJ 07505

> Telephone: 973 684 6153

> Fax: 973 523 6085

>

>

>

>

>

> [cid:image004.gif at 01CAA5A3.552AC8C0]<

> http://www.incredimail.com/?id=605277&rui=95201360>

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

>

> Message: 4

> Date: Thu, 4 Feb 2010 14:58:01 -0500

> From: "Clay, Anne" <aclay at gntc.edu>

> Subject: [Numeracy 101] Re: right/left brain

> To: Linda Shilling-Burhans <lshilling at cvabe.org>, "The Math and

> Numeracy Discussion List" <numeracy at nifl.gov>

> Message-ID:

> <A622AE9A7FB9D647A2F86BA7A68C989A043135518F at ExchangeDB.gntc.edu>

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

>

>

>

> Here?s a good link.

> http://www2.scholastic.com/browse/article.jsp?id=3629#quiz

>

>

> Anne

>

> Anne K. Clay, Lead Instructor

> Polk Adult Education

> Georgia Northwestern Technical College

> 466 Brock Road

> Rockmart, GA 30153

> Phone: 770-684-7521

> Fax: 770-684-8710

> New Email: aclay at gntc.edu

>

> [cid:image002.png at 01CAA5AA.723B9050]

>

> From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On

> Behalf Of Linda Shilling-Burhans

> Sent: Wednesday, February 03, 2010 10:07 AM

> To: 'The Math and Numeracy Discussion List'

> Subject: [Numeracy 96] Re: hello

>

> Hi Jennifer, although yours is geared towards a degree, (and

> congratulations on that) I think we are all trying to find those tactics and

> strategies for our work. I really like the 'quickly remediated' part. If

> you do find that I do hope you'll share. Right now I'm focusing on right

> brain math and what's interesting is that left brained teachers (in my

> experience) can't stand it. Seeing numbers in patterns or pictures is

> messing them up. And those who have already gone the route of drill

> memorizing are also missing the point. So, I'm starting with the one whom

> multiplication has eluded. First, determining whether they are right or left

> brain learners. Not so easy to find a definitive test on that. I took some

> and got different results every time.

> Does anyone out there know of a reliable test for right/left brained

> learners that can be printed out and evaluated on paper?

> ? ? ? ? ? ?

> Linda

>

> Linda Shilling-Burhans

> Community Coordinator

> Central Vermont Adult Basic Education

> Bradford Learning Center

> 802-222-3282

>

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

>

> From: Dudley, Jennifer<mailto:JDudley at pccc.edu>

> Date: 2/2/2010 6:19:38 PM

> To: 'The Math and Numeracy Discussion List'<mailto:numeracy at nifl.gov>

> Subject: [Numeracy 94] hello

>

> My name is Jennifer Dudley. I am currently the Director of Continuing

> Education and Workforce Development at Passaic County Community College.

> Over the past twenty-five years, I have worked at three universities and one

> other community college. My educational background includes a Master of Arts

> in Media from the New School for Social Research and an MBA in Finance from

> Rutgers University. I am currently in the process of finishing my

> dissertation with the first doctoral cohort for Community College Leadership

> at Rowan University. My topic is the Community College Student: Preparation

> for the Math Placement Test. The purpose of my qualitative research study

> was to discover attitudes and beliefs regarding the value of short-term

> interventions that could influence and improve math placement scores for

> community college students at an urban campus. It was my goal to explore

> possible test preparation tactics and strategies to refresh math skills

> and/or address minor deficiencies

> that could be quickly remediated. I looked for pretest and testing

> strategies that would improve outcomes for math placement that would result

> in more accurate student placements. I am scheduled to defend on March 31.

> Any and all assistance is appreciated.

>

>

> Jennifer Dudley, MBA, SPHR

> Director

> Continuing Education and Workforce Development

> Passaic County Community College

> One College Boulevard

> Paterson, NJ 07505

> Telephone: 973 684 6153

> Fax: 973 523 6085

>

>

>

>

>

> [cid:image003.gif at 01CAA5AA.723B9050]<

> http://www.incredimail.com/?id=605277&rui=95201360>

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>

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

>

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

> National Institute for Literacy

> Math & Numeracy discussion list

> Numeracy at nifl.gov

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

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

>

>

> End of Numeracy Digest, Vol 2, Issue 5

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

>

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