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<TITLE>RE: [SpecialTopics 700] Re: Different skills</TITLE>
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<P><FONT SIZE=2>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: specialtopics@nifl.gov<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: specialtopics@nifl.gov<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 specialtopics@nifl.gov <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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