<HTML><BODY style="word-wrap: break-word; -khtml-nbsp-mode: space; -khtml-line-break: after-white-space; ">Special Topics Colleagues,<DIV><BR class="khtml-block-placeholder"></DIV><DIV><SPAN class="Apple-style-span">Today we begin a discussion about the <I>Components of Numeracy</I> study. I would like to welcome our guest authors: Mary Jane Schmitt, Lynda Ginsburg and Myrna Manley. I will post some questions now and will follow up with other questions later. I encourage you to submit your questions and comments, too. As our discussion will end this Friday, however, please don't wait too long to post your question(s). If you haven't yet, please take a look at the study and accompanying documents. (See below.)</SPAN></DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV>Here are my questions to our guests about the study:</DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV class="MsoNormal">1. Can you describe (or point subscribers to descriptions in the readings that describe) the three major components and also give examples of how they interact?</DIV><DIV class="MsoNormal"> </DIV><DIV class="MsoNormal"><SPAN class="Apple-style-span"><I>Context</I> — the use and purpose for which an adult takes on a task with mathematical demands</SPAN></DIV><DIV class="MsoNormal"><I><BR class="khtml-block-placeholder"></I></DIV><DIV class="MsoNormal"><SPAN class="Apple-style-span"><I>Content </I>— the mathematical knowledge that is necessary for the tasks confronted </SPAN></DIV><DIV class="MsoNormal"><BR class="khtml-block-placeholder"></DIV><DIV class="MsoNormal"><SPAN class="Apple-style-span"><I>Cognitive and Affective</I><I> — <SPAN class="Apple-style-span" style="font-style: normal;">the processes that enable an individual to solve problems, and thereby, link the content and context </SPAN></I></SPAN></DIV><DIV class="MsoNormal"> </DIV><DIV class="MsoNormal">2. Where does mathematical fluency fit into the components, that is, learners becoming comfortable, quick, and enthusiastic about engaging with numeracy to solve problems? </DIV><DIV class="MsoNormal"> </DIV><DIV class="MsoNormal">3. In the United States now, what is driving how math is taught and learned? Is it student-defined contexts, as they present them to their teachers? Is it curriculum frameworks? Or is it the standardized tests called for by the NRS? Is it all the above? Can you give us an overview of where – in the country – each of these “drivers” now has some sway?</DIV><DIV><BR class="khtml-block-placeholder"></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">For more information, including links to the readings, please go to:</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><A href="http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html">http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html</A></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">or the short Web address:</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><A href="http://tinyurl.com/yvo6hf">http://tinyurl.com/yvo6hf</A></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Your colleagues who may wish to join this discussion can subscribe by</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">going to</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><A href="http://www.nifl.gov/mailman/listinfo/specialtopics">http://www.nifl.gov/mailman/listinfo/specialtopics</A></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; min-height: 14px; "><BR></DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">After you complete the simple registration form (30 seconds) you will</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">receive an email asking you to confirm that you wish to subscribe.</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Immediately reply to the email to complete your subscription. After</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">the discussion ends you can unsubscribe from the same Web address, or</DIV><DIV style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">stay on for the next discussion.</DIV><DIV><BR><DIV> <DIV>David J. Rosen</DIV><DIV>Special Topics Discussion Moderator</DIV><DIV><A href="mailto:djrosen@comcast.net">djrosen@comcast.net</A></DIV><DIV><BR class="khtml-block-placeholder"></DIV><BR class="Apple-interchange-newline"> </DIV><BR></DIV></BODY></HTML>