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 iAK2Qx128421; Fri, 19 Nov 2004 21:26:59 -0500 (EST) Date: Fri, 19 Nov 2004 21:26:59 -0500 (EST) Message-Id: <s19e39c4.010@fg-pdx01.pt-home.us.future-gate.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: "Katrina Hinson" <khinson@future-gate.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1180] Re: Math web sites X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2471 Lines: 49 I looked at the sites David provided - while they are good 'resources' they leave a lot to be desired and they make basic assumptions that adult students are at a certain level that they may not be. Just because someone is old enough to be called an adult based on their age, doesn't mean their learning style is going to be as advanced. In most cases their learning style is often still very elementary and you have to find a way to address that, that builds the student up, helps get them where they should be, and teach them at the same time. My class is comprised of mixed ages from just turned 17 to almost 60. I've had older. One of my older students will ask for simpler work on a complex subject rather than working in the GED level books - often because the book lacks the depth and simplicity she needs. She learned the parts of a cell, by actually drawing the cell and labeling it, which may not be a very adult activity, but she walked away learning the difference between a mitochondria and a vacuole. She definitely has to learn things 'piece' meal...part by part, until she understands it. She does the same with her math work. I liked the power point presentation provided by the earlier responder. Yes, the graphics, I might would change, but at the same time, the parents in my class, would relate because they have to explain the same thing to their children. It makes the math relevant to them and they want to learn it. Some students are going to be more advanced than others and some of the websites you suggested work well for them - but for beginning students, or students that have a lot of fear about math, all they might do is intimidate and frustrate a student. I will say that I much prefer interactive websites over ones that are just a simple resource and I like ones that combine instruction along with the interactivity. http://www.aaamath.com/ is an excellent combination of explanation and practice. It's great reinforcement to use when you've taught a skill in class and want to give some follow-up work when a student didn't quite get it. The site covers from k-12 without any silly graphics. http://www.math.com/ is another good one for practice. Students can read thru information or choose to work practice problems. One of students showed me http://www.purplemath.com/ but it's only for those students who are doing algebra. It's a good resource along those lines. Regards Katrina L.Hinson khinson@future-gate.com
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