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<DIV>Stephanie: I teach the introduction and intermediate (algebra I and II) algebra courses at a four year college, mainly adult learners. Yes, we have cut back on the content to only the concepts we deem necessary for continuation. </DIV>
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<DIV>The push at the K-12 level I believe is to make connections from algebra to real life problems, to make meaning of the math, hence the data analysis. But I do not teach at the k-12 level so maybe someone can correct me. </DIV>
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<DIV>I do think that while the goal in GA is to teach depth and not width, from what I'm hearing from teachers they are still teaching a lot of concepts in one year. I believe children benefit from seeing hearing and touching the same concept again and again, in a continuous time line and not discretely. </DIV>
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<DIV>In my opinion while the goal of making math meaningful is a worthwhile goal, the problem lies in the delivery and who delivers the content. Many teachers continue to deliver math content in the way they were taught. </DIV>
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<DIV>Testing of course is a whole other issue. I personally hate teaching to the test. Politics again. But different states are approaching the curriculum in different ways. </DIV>
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<DIV>Pinder Naidu</DIV>
<DIV>GSU Math Ed Grad Student</DIV>
<DIV>Instructor Math <BR><BR>>>> sshultz@telamon.org 9/17/2007 10:34:47 AM >>><BR></DIV>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">I have a couple of question also: Is it my imagination or selective memory? It seems to me that there is less mathematical content taught now then there was say 20 years ago. The Algebra I and Algebra II courses that I was responsible for teaching most recently don’t seem to have as much content as the ones that I remember taking. <O:P></O:P></SPAN></FONT></P>
<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">My second question is: do you think the drive to push all students, starting in elementary school and continuing through high school, into data analysis, i.e. line of best fit and measures of central tendency, is a worthwhile goal? And lastly, I think that the high stakes tests have murdered the mathematics curriculum, especially the teaching of introductory Algebra courses. What is your collective opinions?<O:P></O:P></SPAN></FONT></P>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Stephanie Shultz </SPAN></FONT><FONT color=navy><SPAN style="COLOR: navy"><O:P></O:P></SPAN></FONT></P>
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<P class=MsoNormal><FONT face=Arial color=navy size=2><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">sshultz@telamon.org</SPAN></FONT><O:P></O:P></P></DIV>
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<P class=MsoNormal><B><FONT face=Tahoma size=2><SPAN style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; FONT-FAMILY: Tahoma">From:</SPAN></FONT></B><FONT face=Tahoma size=2><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma"> specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <B><SPAN style="FONT-WEIGHT: bold">On Behalf Of </SPAN></B>David J. Rosen<BR><B><SPAN style="FONT-WEIGHT: bold">Sent:</SPAN></B> Sunday, September 16, 2007 8:59 PM<BR><B><SPAN style="FONT-WEIGHT: bold">To:</SPAN></B> specialtopics@nifl.gov<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> [SpecialTopics 651] The Components of Numeracy study</SPAN></FONT><O:P></O:P></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">Special Topics Colleagues,<O:P></O:P></SPAN></FONT></P>
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<P class=MsoNormal><SPAN class=apple-style-span><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">Today we begin a discussion about the <I><SPAN style="FONT-STYLE: italic">Components of Numeracy</SPAN></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></FONT></SPAN><O:P></O:P></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">Here are my questions to our guests about the study:<O:P></O:P></SPAN></FONT></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">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?<O:P></O:P></SPAN></FONT></P></DIV>
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<P class=MsoNormal><SPAN class=apple-style-span><I><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt; FONT-STYLE: italic">Context</SPAN></FONT></I> — the use and purpose for which an adult takes on a task with mathematical demands</SPAN><O:P></O:P></P></DIV>
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<P class=MsoNormal><SPAN class=apple-style-span><I><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt; FONT-STYLE: italic">Content </SPAN></FONT></I>— the mathematical knowledge that is necessary for the tasks confronted </SPAN><O:P></O:P></P></DIV>
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<P class=MsoNormal><SPAN class=apple-style-span><I><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt; FONT-STYLE: italic">Cognitive and Affective — </SPAN></FONT></I>the processes that enable an individual to solve problems, and thereby, link the content and context </SPAN><O:P></O:P></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">2. Where does mathematical fluency fit into the components, that is, learners becoming comfortable, quick, and enthusiastic about engaging with numeracy to solve problems? <O:P></O:P></SPAN></FONT></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">3. In the <ST1:COUNTRY-REGION w:st="on"><ST1:PLACE w:st="on">United States</ST1:PLACE></ST1:COUNTRY-REGION> 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?<O:P></O:P></SPAN></FONT></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">For more information, including links to the readings, please go to:<O:P></O:P></SPAN></FONT></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt"><A href="http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html">http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html</A><O:P></O:P></SPAN></FONT></P></DIV>
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<P class=MsoNormal><FONT face="Times New Roman" size=3><SPAN style="FONT-SIZE: 12pt">David J. Rosen<O:P></O:P></SPAN></FONT></P></DIV>
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