[Numeracy 107] Personal Introduction

Share: Share on LinkedIn! Print page! More options

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.

Andrew Isom isom at centerforliteracy.org
Fri Feb 5 09:32:51 EST 2010

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


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
-------------- next part --------------
A non-text attachment was scrubbed...
Name: not available
Type: application/ms-tnef
Size: 4398 bytes
Desc: not available
Url : http://lincs.ed.gov/pipermail/numeracy/attachments/20100205/aa339458/attachment.bin