[Numeracy 632] Re: Announcement: Register Now for Online Professional Development Courses on Numeracy

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Susan Jones sujones at parkland.edu
Tue Dec 21 09:49:27 EST 2010


I inferred from your response that the "part whole" reference was probably directed at the fractions section.

Dorothea responded to me with a detailed description of the teaching materials she's put together (hmmm.... perhaps some connectiosn should be made for an online course from her...) She also mentioned diving in and finding out that, yes indeed, a small but significant percentage (10 %) of students, when given numbers to put on a number line, really didn't know to spread them out according to their value. Another 10% didn't have that "part-whole" concept. That's a big chunk of the class now... and that's not considering the more subtle gaps and crevasses that I'm willing to wager another 20% of the students have. http://engagingideas.net/frcc-student-learning/math/ has more info about that.

http://www.statlit.org/pdf/2009CarnegieFoundation-Developmental-Math-CC-Students-Understand.pdf describes more research into just what developmental students think about when they're donig math problems. A quote: "...It is clear from the interviews that students conceive of mathematics as a bunch of
procedures, and one often gets the sense that they might even believe it is inappropriate to
use reason when memory of procedures fails. Roberto, in our case study, asked at one
point: 'Am I supposed to do it the math way, or just do what makes sense (paraphrased)?'
He appears to think that the two are mutually exclusive.
... But there also is some good news. In every interview that we have done so far, we
have found that it is possible to coax the students into reasoning, first, by giving them
permission to reason (instead of doing it the way they were taught), and second, by
asking them questions that could be answered by reasoning. Furthermore, the students we
are interviewing uniformly find the interview interesting, even after spending well over
an hour with the interviewer thinking hard about fundamental mathematics concepts. This
gives us further cause to believe that developmental math students might respond well to
a reason-focused mathematics class in which they are given opportunities to reason, and
tools to support their reasoning."

So... What I am Doing On My Winter Vacation is exploring how to do that...



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.bicycleuc.wordpress.com




>>> "Kaye Beall" <kabeall at comcast.net> 12/20/2010 4:14 PM >>>

Hi Dorothea and Susan,

My apologies for not being clear. The Focus on Basics article is not the
basis for the course. A practitioner in Massachusetts wrote the course based
on her classroom experience and work on a numeracy professional development
initiative in her state. The first lesson in the course looks at what number
sense is. Subsequent lessons look at what estimation is and when to use it;
types of estimation; mental math; fractions, decimals, and percents; and
calculator math. Feel free to read the course description at
http://www.newreaderspress.com/Items.aspx?hierId=6503.

For those of you who are interested, you can read Dorothea's article, Using
Part-Whole Thinking in Math, online at http://www.ncsall.net/?id=31. Choose
the Numeracy issue, Vol. 9, Issue A (May 08). It's the article that begins
on page 1.
Focus on Basics was published by the U.S. Division of World Education, Inc.

The online course, Number Sense: Teaching About Parts and Wholes was
produced and offered by Professional Studies in Adult Education
(www.professionalstudiesae.org), which is a partnership of the U.S. Division
of World Education, Inc., and ProLiteracy. Course registrations are managed
by New Readers Press, the publishing division of ProLiteracy.

I hope that this clarifies my response. Dorothea is correct when she notes
that the titles of the course and her article are similar. Both the course
and the article are rooted in the current research and thinking about
numeracy and math.
Kaye

Kaye Beall
Project Director
World Education
kaye_beall at worlded.org
www.worlded.org

-----Original Message-----
From: ROBERT G STEINKE [mailto:steinkedb at q.com]
Sent: Tuesday, December 14, 2010 4:47 PM
To: The Math and Numeracy Discussion List; kabeall at comcast.net
Subject: RE: [Numeracy 625] Re: Announcement: Register Now for Online
Professional Development Courses on Numeracy

Susan:

Thanks for asking the question about the on-line course, Number Sense:
Teaching About Parts and Wholes which is, I believe, a joint effort of World
Education and New Readers Press.

I'm the author of the "Focus on Basics" article about teaching parts and
wholes that you mentioned in your question. I appreciate that you (and
others on this list-serve) have found value in what I had to say in the
article. However, there is much more that one needs to know about which
earlier developmental math concepts adults are missing (and how to deal with
teaching those concepts) than could be put in a single article.

I had hoped that Kaye would have answered your question about whether the
content of my article is the basis for their course. If that is the case, I
would have been glad to work with them on the content so that they had the
complete picture (which is in my copyrighted material, which New Readers
Press had an opportunity to review a few years back).

It may be that only the name of their course and my article is the same. The
content may be quite different. It would be nice to know.

Dorothea Steinke
GED & developmental math
Front Range Community College, Westminster, CO
dorothea.steinke at frontrange.edu


-----Original Message-----
From: numeracy-bounces at lincs.ed.gov
[mailto:numeracy-bounces at lincs.ed.gov]On Behalf Of Susan Jones
Sent: Monday, December 13, 2010 1:29 PM
To: kabeall at comcast.net; numeracy at lincs.ed.gov
Subject: [Numeracy 625] Re: Announcement: Register Now for Online
Professional Development Courses on Numeracy


Is the "parts and wholes" related to the ideas on the "Focus on Basics"
article about teaching parts and wholes?

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.bicycleuc.wordpress.com




>>> "Kaye Beall" <kabeall at comcast.net> 12/9/2010 10:32 AM >>>

Registration is now open for five online numeracy courses for adult
educators: Number Sense: Teaching About Parts and Wholes, Geometry: Teaching
About Shapes and Their Measures, Data: Interpreting Statistical
Representations, Algebra: Introducing Algebraic Reasoning and Introduction
to College Transition Math. The courses are available at
www.ProfessionalStudiesAE.org.



Number Sense: Teaching About Parts and Wholes

Teaching students how to estimate, do mental math, and use calculators will
help them to better understand how to use numbers. This course focuses on
how to help adult students answer key questions: When is it necessary to
have an exact answer, and when is an estimate sufficient? When calculation
is necessary, which tool is appropriate to use? This course examines how
students develop and apply number sense and provides lots of teaching
strategies and activities that you can use right away.

Course dates: January 10-February 18, 2011

Course description: http://www.newreaderspress.com/Items.aspx?hierId=6503

Course instructor: Mary Barbara Hanna

Course fee: $179

---------------------------------------



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