[Numeracy 108] Re: Personal Introduction

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arnoldbailey arnoldbailey at verizon.net
Fri Feb 5 21:58:09 EST 2010


Sounds as if you have your work cut out for you. I tutor Title 1 children in
math and I found a very high success rate by starting them out with
intensive studies of fractions. I found that by teaching them how fractions
are simply division problems and giving them an easy way to remember
Numerator and Denominator positions, conversion from fraction to division
problem and division to fraction, and the various other combinations the
children find Algebra rather simple. I have several 3rd Grade students with
IEP's that were D and F students, now doing 5th Grade math and middle school
basic Algebra. Once the light clicks and they grasp the concept of
fractions, their confidence rapidly increases as does their interest.

Arnold

Sarasota, Florida

-----Original Message-----
From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On Behalf
Of Andrew Isom
Sent: Friday, February 05, 2010 9:33 AM
To: numeracy at nifl.gov
Subject: [Numeracy 107] Personal Introduction

Hello all!

It's nice to e-meet you all. My name is Andy and I am in a position title
"Math Specialist" for an community literacy organization in Philadelphia.
It's an interesting position for the fact that I actually work with youth
ages 16 - 21 who attend an "accelerated" school for students who are behind
on their credits and therefore at risk of dropping out. Many of our students
have been placed here by a probation officer and we have many teen mothers,
but we do have students who have made their way here through other means.

It is an exciting position for me because I have taught high school and
middle school math in the city for 4 years prior to taking this position,
having come here through Teach For America and being placed as a Algebra I
and II teacher at a large comprehensive high school in North Philly. It was
an immensely deflating position because many of the students needed
intensive remediation, but due to the fact that our old "CEO" Paul Vallas
(now in New Orleans making the same bad policy decisions) decided that all
schools in the city should strictly adhere to a "core curriculum". This
meant that I had to be on the same page in the same textbook as every other
math teacher in every other school in the city, despite the specific needs
of my students.

At the school I am placed at all of our students are given the TABE and we
have a wide range of ability levels, but most students are well below their
grade level. We also place students by ability level, but they are usually
placed more based on their literacy score than math, and they almost always
score lower on their math. So, this position has offered me the time and
freedom to explore remediation strategies for students with profound
misconceptions. I have had some small successes but also floundered wildly
in my attempts. I spend a great amount of my time and energy seeking the
best possible ways to assist them in their development of their numeracy
skills. I have so much to learn still, and am therefore very excited about
the prospect of learning from a talented and dedicated community of
like-minded colleagues!

Sorry for the long windedness (you might think I were a drama teacher!) and
I look forward to future e-discussions and discovery of new resources!

Best wishes~~

Andrew J. Isom
Math Specialist
Center For Literacy
North Philadelphia Community High School (215)744-6000 ext. 210






-----Original Message-----
From: numeracy-bounces at nifl.gov on behalf of numeracy-request at nifl.gov
Sent: Tue 2/2/2010 4:50 PM
To: numeracy at nifl.gov
Subject: Numeracy Digest, Vol 2, Issue 3

Greetings!



Now that things have slowed down a bit, I wanted to encourage people who
have not introduced themselves to please do so Then perhaps reflect upon the
following questions: What are your hopes for this discussion list?
What skills or knowledge can you share with us to deepen our knowledge about
mathematics &/or numeracy?



I also have a question that was asked of the list,



In an Adult Education class with a wide range of ages from 16 years old to
70 years old, does age affect learning style? If so, how do you deal with
such diversity? If no, how did you arrive at this conclusion?



This is something that we see in all of our centers. Therefore, I am
interested to read your responses.



Brooke Denney

Math & Numeracy Moderator

Cowley College Adult Education