Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6VFXJ714843; Thu, 31 Jul 2003 11:33:19 -0400 (EDT) Date: Thu, 31 Jul 2003 11:33:19 -0400 (EDT) Message-Id: <sf28f9f9.094@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <barbara_garner@worlded.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:750] Math and health X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 809 Lines: 23 Rima Rudd, a public health and NCSALL researcher who focuses on the intersection between health and literacy, sends this question to the Focus on Basics list: Here is a key question that I am grappling with. This question emerged from my health and literacy research: QUESTION: What are math teachers doing? Are math teachers drawing on health related examples in their teaching? I am afraid that I may have by-passed the important contribution of math teachers to health and literacy efforts. After all, a lot of health activities involve measuring, reading charts, making sense of tables..... People have to figure out benefits, determine eligibility, measure medicine...... I am eager to know if math teachers are already using health related examples AND/OR would like to be more involved? Rima
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