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<title>RE: [SpecialTopics 700] Re: Different skills</title>
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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Hi Kathie,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>What you have described is a terrific way
to develop the confidence with numbers that is part of numeracy. Which specific
manipulatives have you found to be the most effective to show these alternative
ways to compute?<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Accepting more than one way to do a
calculation is a necessity in adult education because many of our students did
not learn the traditional “American” way. Great discussions
using mathematical reasoning come up when more than one way is demonstrated
(perhaps with manipulatives) by the students. Some teachers may be
uncomfortable with discussions like these. If so, Mary Jane wrote a small
pamphlet explaining many of the “foreign” methods that come up in
our classrooms. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>Myrna<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
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<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
specialtopics-bounces@nifl.gov [mailto:specialtopics-bounces@nifl.gov] <b><span
style='font-weight:bold'>On Behalf Of </span></b>Kathie Daviau<br>
<b><span style='font-weight:bold'>Sent:</span></b> Thursday, September 20, 2007
4:05 AM<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> [SpecialTopics 702] Re:
Different skills</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p style='margin-bottom:12.0pt'><font size=2 face="Times New Roman"><span
style='font-size:10.0pt'>I feel an important skill -- maybe more so for us --
is to accept multiple solutions.<br>
<br>
Look at the problem 73-19. I can traditionally line it up, borrow, and get the
answer of 54. <br>
<br>
Or I can take 70-10=60; 3-9=-6; 60-6=54.<br>
<br>
Or I can count up 19 to 29 to 39 to 49 to 59 to 69 get 50. Then from 69, 70 ,71
,72, 73 gives me 4 more for a total of 54.<br>
<br>
Sometimes it is too easy for us to see "the right way" as the way we
solved the problem. Manipulatives make the multiple solutions more
obvious.<br>
<br>
Kathie<br>
<br>
<br>
-----Original Message-----<br>
From: specialtopics-bounces@nifl.gov on behalf of Myrna Manly<br>
Sent: Wed 9/19/2007 8:32 PM<br>
To: <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
Subject: [SpecialTopics 700] Re: Different skills<br>
<br>
Hi all,<br>
<br>
I always seem to be a day late in responding to David's questions. Can I<br>
blame it on the time zone?<br>
<br>
He asked about which numeracy skills may have lost their critical nature<br>
over the years and which have gained. I'm going to start a list that you<br>
can add to (with a little explanation, of course.)<br>
<br>
Skills that are less critical:<br>
- completing accurate arithmetic
operations with large numbers.<br>
Since calculators and computers are ubiquitous these days, especially when<br>
one is required to figure an exact result with large numbers (accounting<br>
tasks, scientific calculations, etc), it would be foolish to calculate these<br>
by hand.<br>
<br>
Skills that are more critical:<br>
- estimating an approximate answer
to computations. First, an<br>
estimate is often all that one needs to make a decision or to determine how<br>
much, say, paint that you need to finish a job. Secondly, when you use a<br>
calculator to find an exact answer, you are asking for trouble if you don't<br>
estimate to check if the answer is reasonable. Large fingers and small<br>
buttons lead to errors.<br>
<br>
Comment: Note that this does not eliminate the requirement for knowledge of<br>
"the facts".<br>
<br>
OK, I chose a very common example and left the more interesting ones to<br>
you. How about data analysis or algebraic reasoning? What kind of
geometric<br>
reasoning does a computer animator like Mary's son use?<br>
<br>
Myrna<br>
<br>
-----Original Message-----<br>
From: specialtopics-bounces@nifl.gov [<a
href="mailto:specialtopics-bounces@nifl.gov">mailto:specialtopics-bounces@nifl.gov</a>]<br>
On Behalf Of David J. Rosen<br>
Sent: Wednesday, September 19, 2007 1:13 PM<br>
To: <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName><br>
Subject: [SpecialTopics 697] Components of Numeracy<br>
<br>
Colleagues,<br>
<br>
For those who have just joined us, all the messages in the discussion <br>
-- that began on Monday -- are archived at<br>
<br>
<a href="http://www.nifl.gov/pipermail/specialtopics/2007/date.html">http://www.nifl.gov/pipermail/specialtopics/2007/date.html</a><br>
<br>
Please send your questions and comments to <st1:PersonName w:st="on">specialtopics@nifl.gov</st1:PersonName> <br>
Please do not include attachments in your postings, and -- where <br>
possible -- quote the section of the message you are replying to. <br>
Some of the replies also include a string of previous messages that <br>
makes the posting unnecessarily long.<br>
<br>
Here are three more questions for our guests and others:<br>
<br>
10. Can you tell us more about efforts to help adult education <br>
teachers improve their teaching of numeracy? For example the TIAN <br>
project and others?<br>
<br>
11. Can you talk about - and give examples - of family numeracy?<br>
<br>
12. Some would argue that math is sequential - shouldn't it be taught <br>
that way? If not, why not?<br>
<br>
<br>
David J. Rosen<br>
Special Projects Discussion Moderator<br>
djrosen@comcast.net<br>
<br>
<br>
<br>
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