[Technology 1079] Re: FW: Kentucky Math
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Mon Jun 18 09:11:03 EDT 2007
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Morning to All,
For the staff here at KET (Kentucky Educational Television) this illustrates
again how video can be a powerful supplemental resource for the Adult
Education Community. This clip makes several points that would be hard to
demonstrate with just the spoken or written word alone in the class room.
Have a great day, Ron.
From: technology-bounces at nifl.gov [mailto:technology-bounces at nifl.gov]On
Behalf Of nancy.friday at alphaplus.ca
Sent: Friday, June 15, 2007 2:26 PM
To: The Technology and Literacy Discussion List
Subject: [Technology 1074] Re: FW: Kentucky Math
This video has circulated in Canada as well, because I have seen it before.
Interesting, I can't recall if when I received it if had the Kentucky label
attached. If it had, I would have ignored that part and just focused on the
video. I love the creativity in the solutions (even though they aren't
correct). I like the fact that the man and woman are confident in the face
the man in the suit to stand up and assert their perspective and apply the
knowledge that they have (because they do know adding and multiplying). I
really like the fact that the couple reject the system and do things their
My hope would be from a learning perspective that the couple would be open
seeing that their reasoning isn't correct. If they were holding the 25
and had to divide it, they might re-think their reasoning. Which makes me
as perhaps a power issue - who holds the money?
This clip also make me think about an experience I had when I worked front
in a community-based literacy program here in Toronto and was engaged in
training new literacy volunteer tutors. We were showing some ways to
math - particularly long division. Normally in tutor training we would go
the details of long division, but we had a cultural point to make. Many
students and volunteers in our program had come to Canada from a range of
Caribbean countries. Tutors who went through the Canadian school system
learned long division just one way and taught it that way. Tutors and
from the Caribbean, I believe an example came from Guyana, learned long
another way. When the Guyanese way was demonstrated, the Canadian-born
were clearly shocked. The point was to take cues from the students in terms
observing how they approach tasks, be aware and respectful of cultures not
own, and be open to learning in new ways. Neither way of approaching long
division was wrong - both came to the correct answer - but forcing someone
learn a way that doesn't come from their experience or previous knowledge,
be counter productive.
I know that's not the case in this video - but the clip did take me back to
long division place.
"Burkett, Barry" <Barry.Burkett at Franklin.kyschools.us> on 06/15/2007
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cc: (bcc: Nancy Friday)
Subject: [Technology 1065] FW: Kentucky Math
I know we focus on literacy, but recently I have been putting time into
researching numeracy as well. A student forwarded me this clip, it is
from a B&W television show, but I do not know its name.
2 things to focus on, first the creative way to solve the problem and
second the comments that came along with the e-mail.
On another path, the self-deprecating way these Kentuckians pass the
video around because it is funny, even though the tag is intentionally
labeled to degrade us, and give those outside of Kentucky a negative
view of Kentuckians... why do we intentionally set ourselves up to be
And one more thing to notice, how dissimilar are the "incorrect"
mathemateers from our ABE students? In my experience it seems that it
is not that the majority of students do not know how to apply
information they know, it is that apply it incorrectly... early
misconceptions in both math and reading become amplified and detrimental
to the adult as they move through life.
Barry Burkett, Adult Educator
Thorn Hill Learning Center
"Computers are incredibly fast, accurate and stupid; humans are
incredibly slow, inaccurate and brilliant; together they are powerful
beyond imagination" - Albert Einstein
"While adult education should be viewed as a right, not as a stigmatized
second-chance program for those who have failed or dropped from out
school stystems, at the present time lifelong learning is only being
given lip service" (Askov, 2000, p. 259)
From: sammdean40 at aol.com [mailto:sammdean40 at aol.com]
Sent: Thursday, June 14, 2007 1:46 PM
To: SDBROWN412 at aol.com; redneckgirl060 at yahoo.com; mooremn774 at aol.com;
janglin216 at yahoo.com; brock1050 at hotmail.com; deseree.thompson at ky.gov;
Burkett, Barry; shoppergirl at myway.com; vsw74 at yahoo.com
Subject: Fwd: Kentucky Math
From: GINA MARIE
To: suzanne ; pam bardis ; sammdean40 at aol.com
Sent: Thu, 14 Jun 2007 1:13 pm
Subject: Fwd: FW: Kentucky Math
Ha Ha that's the way to count it huh?
Note: forwarded message attached.
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From: Linville, Janice M (EPSB)
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Subject: FW: Kentucky Math
Date: Thu, 14 Jun 2007 13:00:01 -0400
This is too funny! I know two kids that would try to pull this off at
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