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<DIV>In a message dated 9/20/2007 5:46:46 P.M. Eastern Standard Time,
djrosen@comcast.net writes:</DIV>
<BLOCKQUOTE
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: blue 2px solid"><FONT
style="BACKGROUND-COLOR: transparent" face=Arial color=#000000 size=2>Most
tests that are used in adult education and for college <BR>placement
focus mainly on skills. How does teaching numeracy with all <BR>its
components prepare adults for these tests? Wouldn’t a focus on
<BR>practicing computation skills be a more efficient preparation for
them?<BR></FONT></BLOCKQUOTE></DIV>
<DIV></DIV>
<DIV>If practicing computation skills worked, then why are our adult ed and
developmental classes flooded with students that can't do computation? What I
have found is that teaching conceptually is the "Velcro" that helps mathematical
concepts stay with a student. Most placement tests are multiple choice.
Using reasoning and estimation skills aid students to eliminate answers that
don't make sense. Beyond that, once a student passes a college placement exam,
the ability to problem solve, think mathematically, and feel confident about
math are far greater skills to have as they engage in higher
mathematics. </DIV>
<DIV> </DIV>
<DIV>Pam Meader</DIV></FONT><BR><BR><BR><DIV><FONT style="color: black; font: normal 10pt ARIAL, SAN-SERIF;"><HR style="MARGIN-TOP: 10px">See what's new at <A title="http://www.aol.com?NCID=AOLCMP00300000001170" href="http://www.aol.com?NCID=AOLCMP00300000001170" target="_blank">AOL.com</A> and <A title="http://www.aol.com/mksplash.adp?NCID=AOLCMP00300000001169" href="http://www.aol.com/mksplash.adp?NCID=AOLCMP00300000001169" target="_blank">Make AOL Your Homepage</A>.</FONT></DIV></BODY></HTML>