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<DIV dir=ltr align=left><SPAN class=656234512-21092007>Not only is conceptual
understanding the "Velcro" that helps mathematical concepts stay with
students, conceptual understanding is needed for transferability
of mathematics to a new situation. They need to see the mathematics
in different situations. Whether or not a student will ever
move vertically in mathematics, all workers need the ability to apply
mathematics horizontally to future problems. Technology
advancements and globalization are rapidly changing skill sets for current
jobs. Transferability is important to adapt to learning new
skill sets, learning new jobs, or learning towards career changes. We not
only need to prepare our students mathematically for current needs, but
provide a mathematical foundation on which they can build for future needs
unknown to exist right now. </SPAN></DIV>
<DIV> </DIV>
<DIV align=left>Joanne Kantner</DIV>
<DIV align=left>Adult Student Connections</DIV>
<DIV align=left>Adult & Continuing Education</DIV>
<DIV align=left>Department of Mathematics</DIV>
<DIV align=left>Kishwaukee College</DIV><BR>
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<FONT face=Tahoma><B>From:</B> specialtopics-bounces@nifl.gov
[mailto:specialtopics-bounces@nifl.gov] <B>On Behalf Of
</B>Mdr151@aol.com<BR><B>Sent:</B> Thursday, September 20, 2007 9:31
PM<BR><B>To:</B> specialtopics@nifl.gov<BR><B>Subject:</B> [SpecialTopics 722]
Re: The Last day of Numeracy Discussion isFriday<BR></FONT><BR></DIV>
<DIV></DIV><FONT id=role_document face=Arial>
<DIV>
<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>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="FONT: 10pt ARIAL, SAN-SERIF; COLOR: black">
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