[Numeracy 230] Re: Knowing your facts / Reducing stereotype threat

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Shanee' Bryant-Cooke bryantcooksl at vcu.edu
Wed Mar 24 17:48:30 EDT 2010

Hello everyone:

My name is Shanee' (Shaw-Nay) and I'm taking a class that required me to
join a group so I chose math and numeracy. I do not know if it is necessary
for adults to know their multiplication facts, but I do believe that if they
do know them, it makes the process less tedious when working all types of
problems (multipliaction, division, area, volume, etc...). I am a special
education teacher that teaches in a regional jail. I cannot tell you how
many of my students say that on of their goals is to get a GED and many of
them cannot tell you what 6 X 8 is. One of the things I do is drill my
students on thier multiplication facts. They fuss in the beginning, but
when we move on to other things, they realize that I was helping them for
what was coming later down the road.

Shanee' L. Bryant-Cooke
Williamsburg-James City County Schools @
Virginia Peninsula Regional Jail
Williamsburg, VA


On Wed, Mar 24, 2010 at 11:41 AM, Andrew Isom <isom at centerforliteracy.org>wrote:


> Hi all:

>

> I am in full agreement with other "first" responders: students need to have

> the facts mastered. It is one of the more important services that we can

> provide to them as their teachers.

>

> I have just started to use the Tic Toe Math method (which was mentioned on

> this list-serve some time ago. I found an ancient document published about

> it online, and then found a DVD course for professional development by a Dr.

> Richard Cooper. My first attempt at it found some success, but it's true

> value, I'm sure while show forth in repetition. I watched the DVD and tried

> to distill the steps down into the simplest form possible. I created

> documents for the odd numbers up to ten. I will be working on the even

> hand-outs today. If you are interested in copies, please send me an email

> and I will send them your way.

>

> Also, another important thing to consider in teaching ABE numeracy is a

> concept called "stereotype threat". This is very important if you teaching

> women and/or racial-ethnic minority students. Here is a really good resource

> on the subject: http://reducingstereotypethreat.org/. There is a link

> there that provides methods for reducing with students.

>

> Be well~~

>

> Andrew J. Isom

> Math Specialist

> Center For Literacy

> North Philadelphia Community High School

> isom at centerforliteracy.org

> (215)744-6000 ext. 210

>

>

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

>

> Message: 1

> Date: Mon, 22 Mar 2010 16:37:19 -0500

> From: "Denney, Brooke" <denneyb at cowley.edu>

> Subject: [Numeracy 220] Seeking for Understanding

> To: <numeracy at nifl.gov>

> Message-ID:

> <

> 247BF273F13AD743ACE4221F9EF6F916043D5FE1 at exchsrv2003.tigers.cowley.edu>

>

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

>

> Welcome back to those of you home from the COABE/Proliteracy Conference

> held last week! There was a lot of great information given at this

> conference but in one of the sessions that I attended a question was

> asked about whether or not it was necessary for adults to "know" their

> multiplication facts to be successful in a mathematics course/exam? Or

> is it enough to understand the concept, that multiplication is

> repetitive addition enough to be successful in a mathematics

> course/exam? I thought this was an interesting question and therefore,

> I would pose these same questions to the forum. What are your thoughts

> about multiplication?

>

>

>

> Good Day Everyone!

>

>

>

> Brooke Denney

>

> Math and Numeracy Moderator

>

>

>

>

>

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> Email delivered to bryantcooksl at vcu.edu

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