[Numeracy 168] Re: Application vs. Theory
Archived Content Disclaimer
This page contains archived content from a LINCS email discussion list that closed in 2012. This content is not updated as part of LINCS’ ongoing website maintenance, and hyperlinks may be broken.
Mon Feb 15 13:23:02 EST 2010
- Previous message: [Numeracy 165] Re: Application vs. Theory
- Next message: [Numeracy 176] Re: Application vs. Theory
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]
Greetings to all,
Will you agree that the goal of reading is to read with understanding? If we fail to read with understanding, even if whatever it is we understand will remain more or less subjective (because the meaningfulness minds derive from text will vary from person to person), we are in fact in the application phase of reading. We may have learned how to decode, including whatever rules we may be applying that assist us in decoding, but if that's all we do, we might as well not engage in reading at all.
I will agree that oftentimes we need the keys that open doors to application, perhaps more so in math than other disciplines. There are highly proficient users of calculators who have little notion of the mathematical processes calculators "engage" in, and yet, their ability to use calculators opens doors perhaps especially to gainful employment that would otherwise remain closed.
That said, as a teacher, my goal will always remain to place my students on a path of (self-) discovery, the very essence and meaning of education itself. Ultimately, it is the inability of so many to derive relevance and (personal) meaningfulness in what they are expected to learn that alienates them from what they are learning in the first place. This happens all too often in studies of math, and accounts for the self-proclaimed "hatred" of math so many of my students share with me.
The "golden rule" I referred to in post #150 (i.e., positive times positive and negative times negative both = positive, whereas negative times positive or positive times negative both = negative) is far more "practical," (vs. "theoretical") than might meet the eye. Once students delve into integers (undoubtedly a component of "functional" numeracy - just think of financial literacy), the rule provides one way of determining whether a sum, difference, product, or quotient is a positive or negative value (integer).
The rule, however, is more than an abstraction that lingers somewhere in ethereal space, and opens the door to the understanding of integers as they come to bear in maneuvering the demands of daily life.
I recommend checking the following three links, namely http://www.homeschoolmath.net/download/Add_Subtract_Integers_Fact_Sheet.pdf, http://www.homeschoolmath.net/download/Multiply_Divide_Integers_Fact_Sheet.pdf, and http://amby.com/educate/math/integer.html#mult-div. These sites might serve as good initial resources to "concretize" math, i.e. help our learners negotatiate meaning in it.
As for "because that's the way it is" pedagogical approaches, I'd contend that the purpose of education is not to instill that message, however "disabled" or "enabled" our students may be.
Michael
Michael A. Gyori
Maui International Language School
www.mauilanguage.com
________________________________
From: "Young, Krista" <krista.young at abileneisd.org>
To: The Math and Numeracy Discussion List <numeracy at nifl.gov>
Sent: Mon, February 15, 2010 4:49:17 AM
Subject: [Numeracy 163] Re: Application vs. Theory
I am not a mathematician, but have 16 years in adult education, and am one of the lead facilitators for the Texas ABE Math Initiative. I also teach an ASE/GED level math class. Personally, I can see that theory is important, and may lead to some deeper math understanding; however, in the real world, if I can get my students (and fellow teachers) to understand the application of math, I feel I have done my job. When teaching integers, I stress the addition rules using a number line, thermometer, check book - whatever works. When we hit subtraction - I use two strategies - one is that the subtraction is the "range" between the numbers using the number line, and two, this is the rule, and "Momma said so, so do it." (By this point in my class, I have created a level of trust and safety in the room, so they will take this direction very easily.) I understand that the mathematicians on this list are cringing right now, but this works for me and my
students. They choose the strategy that works for them, and we move on. As long as they can continuously and consistently apply the rules, I am happy.
Also, in the real world of adult education, most teachers do not have the time or expertise to teach theory. Our math initiative has been created to work with teachers to give them strategies so they can work through their own fear of math. I cannot even see a practical way to introduce the theory that has been discussed here. My teachers would run out of the room, screaming.
Thank you for providing this forum.
Krista Young
Abilene, TX Adult Education
Texas ABE Math Initiative, Facilitator
________________________________________
From: numeracy-bounces at nifl.gov [numeracy-bounces at nifl.gov] On Behalf Of Denney, Brooke [denneyb at cowley.edu]
Sent: Sunday, February 14, 2010 11:05 PM
To: numeracy at nifl.gov
Subject: [Numeracy 160] Application vs. Theory
Michael:
Your comments leave me feeling as a mathematician curious of how you came about your “logic”. To use the term absolute value to mean, “one that knows no positives or negatives”, is a paradox. That is, if you are talking about the mathematical operation known as absolute value (which does, have a positive connotation). Additionally, your comments about negative numbers astonish me and my fellow mathematician colleagues. Is it important to know the mathematical proof that states the logic of why two negatives when multiplied together yield a positive result? Or, is it okay for people to just “know the rule”? Several researchers have stated that adult numeracy learners need to be taught within realistic contexts; otherwise educators jeopardize de-motivating learners to learn. Do not misinterpret my response, I love to learn about math theory and logic but without application the concepts are often nonrepresentational.
I understand why you would choose to utilize the Cartesian Coordinate Plane to discuss all real numbers. Nevertheless, many students would consider that lesson mindless prattle if they did not have a prior frame of reference to build their cognitive skills from. Conversely, many students do know what it means to be below sea level or overdrawn in their bank account (and the like). Their frame of reference allows them to relate to the idea of negatives better. Albeit true, it is subjective in nature but isn’t all mathematics subjective?
I leave it to the discussion board participants, is it better for numeracy students or developmental math students to understand the application of mathematics or learn about the theory that lies underneath?
Brooke Denney
Math & Numeracy Moderator
----------------------------------------------------
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 tesolmichael at yahoo.com
-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://lincs.ed.gov/pipermail/numeracy/attachments/20100215/85fbfcfd/attachment.html
- Previous message: [Numeracy 165] Re: Application vs. Theory
- Next message: [Numeracy 176] Re: Application vs. Theory
- Messages sorted by: [ date ] [ thread ] [ subject ] [ author ]