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Topic: MLCS Webinar on April 24: Registration Open
Replies: 31   Last Post: Apr 12, 2012 11:45 AM

 Messages: [ Previous | Next ]
 Wayne Mackey Posts: 311 Registered: 12/4/04
Re: MLCS Webinar on April 24: Registration Open
Posted: Apr 8, 2012 9:37 PM
 att1.html (8.7 K)

I agree that functions are much more useful in everyday life.

wayne

Quoting Guy Brandenburg <gfbrandenburg@yahoo.com>:
>> Electric bills aren't necessarily exactly proportional to the kwh
> > used. And does 16 cents really matter anyway?
> >
> > Guy
> >
> > On Apr 5, 2012, at 1:27 PM, Ed Laughbaum
> > <elaughba@math.ohio-state.edu> wrote:
> >

> >> Hi Clyde,
> >>
> >> A couple things...
> >>
> >> I am glad I could give you a segue to one of your issues that needs
> >> discussion - from a posting earlier today.  Greenspan & Shanker
> >> used the example of teaching the concept of a tax using a pizza and
> >> M & M's used to teach addition as an emotional (or personal)
> >> contextual situation. This is what I had in mind, but certainly
> >> agree with your position.
> >>
> >> Relative to this post, I have observed that I often see the
> >> mathematical literacy proponents argue for proportional reasoning as
> >> a mainstay outcome. This in turn, reminded me (recall through neural
> >> associations) of an informal survey I took on several colleagues who
> >> were not in any of the STEM fields but all had a bachelors degree
> >> through a PhD.  In the following "problem" everyone used
> >> proportional reasoning.
> >>
> >> If you use 1205 kWh of electricity and your bill is \$130, how much
> >> is your monthly bill if you use 1225 kWh? Everyone got \$132.16 for
> >> the answer when it is \$132.
> >>
> >> What I wonder is, if focusing on proportional reasoning will solve
> >> this very simple problem (of thinking relationships are
> >> proportional), or whether we should be focusing on function. Or
> >> something else? Of course, my opinion is on function, but it is an
> >> opinion.
> >>
> >> Regards,
> >>
> >> Ed
> >>  ===========================================
> >> On 4/5/2012 12:27 PM, Clyde Greeno wrote:

> >>>
> >>>
> >>>
> >>> --------------------------------------------------
> >>> From: "Clyde Greeno" <clydegreeno@cox.net>
> >>> Sent: Thursday, April 05, 2012 11:17 AM
> >>> To: "Linda Zientek" <lrzientek@yahoo.com>; "AMATYC DMC"
> >>> Subject: Re: MLCS Webinar on April 24: Registration Open
> >>>

> >>>>
> >>>> Webinar description, as posted:
> >>>> "Mathematical Literacy for College Students (MLCS) is a new course
> >>>> that is part of an AMATYC initiative called New Life for
> >>>> Developmental Math as well as the Carnegie Quantway project.  It
> >>>> is an innovative way to redesign the developmental curriculum,
> >>>> providing pathways for the non-STEM student.  The course uses
> >>>> integrated, contextual lessons to develop conceptual understanding
> >>>> and technology to improve mastery of skills.  In one semester, a
> >>>> student placing into beginning algebra will gain the mathematical
> >>>> maturity to be successful in statistics, liberal arts math, or
> >>>> intermediate algebra. Reading, writing, critical thinking, and
> >>>> problem solving are key components to reaching that goal. Webinar
> >>>> participants will learn much more about the course as well as
> >>>> receive ideas for course development including a sample course
> >>>> outline and a sample lesson. "
> >>>> =================
> >>>> Excerpt about "Position paper":
> >>>> " ... the appropriate preparation that all students should receive
> >>>> in developmental math courses. "??
> >>>> ================
> >>>>
> >>>> As yet, I have seen no indication that "Mathematical Literacy for
> >>>> College Students" ... or any other "reformed" course ... has
> >>>> *conceptual understanding* of K-basicAlgebra mathematics  ... so
> >>>> that they can make school mathematics fully commonsensible to
> >>>> children. Most college students  are "pre-service" parents ... and
> >>>> most of the rest are "in-service" parents. The vast majority
> >>>> arrive at college with little mathematical comprehension of K-8
> >>>> mathematics ... and colleges typically have not provided it (even
> >>>> to pre-service/in-service teachers) ... which explains why the
> >>>> schools do/can not do so.
> >>>>
> >>>> How can we speak of "mathematical literacy" of adults who cannot
> >>>> make personal common sense of K-8 mathematics?
> >>>>
> >>>> Hopefully,
> >>>>
> >>>>
> >>>> Clyde Greeno,
> >>>> Clinical Professor of Mathematics Instruction
> >>>> The American Institute for the Improvement
> >>>> of Mathematics Learning and Instruction
> >>>> P.O. Box 54845
> >>>> Tulsa, OK 74155
> >>>> Tel: 918-836-6284
> >>>> e-mail: greeno@malei.org
> >>>> website: www.malei.org[1]
> >>>>
> >>>> --------------------------------------------------
> >>>> From: "Linda Zientek" <lrzientek@yahoo.com>
> >>>> Sent: Thursday, April 05, 2012 9:55 AM
> >>>> To: "AMATYC DMC" <amatyc-dmc@googlegroups.com>
> >>>> Subject: MLCS Webinar on April 24: Registration Open
> >>>>

> >>>>> Registration for Kathleen Almy's webinar is open. This is an AMATYC
> >>>>>
> >>>>> New Pathways for Developmental Math: A Look into

> Mathematical Literacy
> >>>>> for College Students
> >>>>> Tuesday April 24 at 3 EST/2 CST
> >>>>>
> >>>>>
> >>>>> Thanks,
> >>>>> Linda Zientek
> >>>>> DMC Chair

> >>>>
> >>>
> ****************************************************************************
> >>> * To post to the list: email mathedcc@mathforum.org *
> >>> * To unsubscribe, email the message "unsubscribe mathedcc" to
> >>> majordomo@mathforum.org *
> >>> * Archives at http://mathforum.org/kb/forum.jspa?forumID=184 *
> >>>

> ****************************************************************************
> >>
> >> --
> >> Edward Laughbaum    www.math.osu.edu/~laughbaum.6/[2]
> >> The Ohio State University
> >> 231 West 18th Avenue
> >> Columbus, OH 43210
> >>
> >>
> >> 'American Idol' men amaze judges
> >>
> >>

------
[1] http://www.malei.org
[2] http://www.math.osu.edu/~laughbaum.6/
<html>
<title></title>
<body style="font-family:Arial;font-size:14px">
<p>I agree that functions are much more useful in everyday life.<br>
<br>
wayne<br>
<br>
Quoting Guy Brandenburg &lt;<a href="mailto:gfbrandenburg@yahoo.com">gfbrandenburg@yahoo.com</a>&gt;:</p>
<p>&gt; Electric bills aren't necessarily exactly proportional to the kwh<br>
&gt; used. And does 16 cents really matter anyway?<br>
&gt;<br>
&gt; Guy<br>
&gt;<br>
&gt; On Apr 5, 2012, at 1:27 PM, Ed Laughbaum<br>
&gt; &lt;<a href="mailto:elaughba@math.ohio-state.edu">elaughba@math.ohio-state.edu</a>&gt; wrote:<br>
&gt;<br>
&gt;&gt; Hi Clyde,<br>
&gt;&gt;<br>
&gt;&gt; A couple things...<br>
&gt;&gt;<br>
&gt;&gt; I am glad I could give you a segue to one of your issues that needs<br>
&gt;&gt; discussion - from a posting earlier today.&nbsp; Greenspan &amp; Shanker<br>
&gt;&gt; used the example of teaching the concept of a tax using a pizza and<br>
&gt;&gt; M &amp; M's used to teach addition as an emotional (or personal)<br>
&gt;&gt; contextual situation. This is what I had in mind, but certainly<br>
&gt;&gt;<br>
&gt;&gt; Relative to this post, I have observed that I often see the<br>
&gt;&gt; mathematical literacy proponents argue for proportional reasoning as<br>
&gt;&gt; a mainstay outcome. This in turn, reminded me (recall through neural<br>
&gt;&gt; associations) of an informal survey I took on several colleagues who<br>
&gt;&gt; were not in any of the STEM fields but all had a bachelors degree<br>
&gt;&gt; through a PhD.&nbsp; In the following "problem" everyone used<br>
&gt;&gt; proportional reasoning.<br>
&gt;&gt;<br>
&gt;&gt; If you use 1205 kWh of electricity and your bill is \$130, how much<br>
&gt;&gt; is your monthly bill if you use 1225 kWh? Everyone got \$132.16 for<br>
&gt;&gt; the answer when it is \$132.<br>
&gt;&gt;<br>
&gt;&gt; What I wonder is, if focusing on proportional reasoning will solve<br>
&gt;&gt; this very simple problem (of thinking relationships are<br>
&gt;&gt; proportional), or whether we should be focusing on function. Or<br>
&gt;&gt; something else? Of course, my opinion is on function, but it is an<br>
&gt;&gt; opinion.<br>
&gt;&gt;<br>
&gt;&gt; Regards,<br>
&gt;&gt;<br>
&gt;&gt; Ed<br>
&gt;&gt;&nbsp; ===========================================<br>
&gt;&gt; On 4/5/2012 12:27 PM, Clyde Greeno wrote:<br>
&gt;&gt;&gt;<br>
&gt;&gt;&gt;<br>
&gt;&gt;&gt;<br>
&gt;&gt;&gt; --------------------------------------------------<br>
&gt;&gt;&gt; From: "Clyde Greeno" &lt;<a href="mailto:clydegreeno@cox.net">clydegreeno@cox.net</a>&gt;<br>
&gt;&gt;&gt; Sent: Thursday, April 05, 2012 11:17 AM<br>
&gt;&gt;&gt; To: "Linda Zientek" &lt;<a href="mailto:lrzientek@yahoo.com">lrzientek@yahoo.com</a>&gt;; "AMATYC DMC"<br>
&gt;&gt;&gt; Subject: Re: MLCS Webinar on April 24: Registration Open<br>
&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt; Webinar description, as posted:<br>
&gt;&gt;&gt;&gt; "Mathematical Literacy for College Students (MLCS) is a new course<br>
&gt;&gt;&gt;&gt; that is part of an AMATYC initiative called New Life for<br>
&gt;&gt;&gt;&gt; Developmental Math as well as the Carnegie Quantway project.&nbsp; It<br>
&gt;&gt;&gt;&gt; is an innovative way to redesign the developmental curriculum,<br>
&gt;&gt;&gt;&gt; providing pathways for the non-STEM student.&nbsp; The course uses<br>
&gt;&gt;&gt;&gt; integrated, contextual lessons to develop conceptual understanding<br>
&gt;&gt;&gt;&gt; and technology to improve mastery of skills.&nbsp; In one semester, a<br>
&gt;&gt;&gt;&gt; student placing into beginning algebra will gain the mathematical<br>
&gt;&gt;&gt;&gt; maturity to be successful in statistics, liberal arts math, or<br>
&gt;&gt;&gt;&gt; intermediate algebra. Reading, writing, critical thinking, and<br>
&gt;&gt;&gt;&gt; problem solving are key components to reaching that goal. Webinar<br>
&gt;&gt;&gt;&gt; participants will learn much more about the course as well as<br>
&gt;&gt;&gt;&gt; receive ideas for course development including a sample course<br>
&gt;&gt;&gt;&gt; outline and a sample lesson. "<br>
&gt;&gt;&gt;&gt; =================<br>
&gt;&gt;&gt;&gt; " ... the appropriate preparation that all students should receive<br>
&gt;&gt;&gt;&gt; in developmental math courses. "??<br>
&gt;&gt;&gt;&gt; ================<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt; As yet, I have seen no indication that "Mathematical Literacy for<br>
&gt;&gt;&gt;&gt; College Students" ... or any other "reformed" course ... has<br>
&gt;&gt;&gt;&gt; *conceptual understanding* of K-basicAlgebra mathematics&nbsp; ... so<br>
&gt;&gt;&gt;&gt; that they can make school mathematics fully commonsensible to<br>
&gt;&gt;&gt;&gt; children. Most college students&nbsp; are "pre-service" parents ... and<br>
&gt;&gt;&gt;&gt; most of the rest are "in-service" parents. The vast majority<br>
&gt;&gt;&gt;&gt; arrive at college with little mathematical comprehension of K-8<br>
&gt;&gt;&gt;&gt; mathematics ... and colleges typically have not provided it (even<br>
&gt;&gt;&gt;&gt; to pre-service/in-service teachers) ... which explains why the<br>
&gt;&gt;&gt;&gt; schools do/can not do so.<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt; How can we speak of "mathematical literacy" of adults who cannot<br>
&gt;&gt;&gt;&gt; make personal common sense of K-8 mathematics?<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt; Hopefully,<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt; Clyde Greeno,<br>
&gt;&gt;&gt;&gt; Clinical Professor of Mathematics Instruction<br>
&gt;&gt;&gt;&gt; The American Institute for the Improvement<br>
&gt;&gt;&gt;&gt; of Mathematics Learning and Instruction<br>
&gt;&gt;&gt;&gt; P.O. Box 54845<br>
&gt;&gt;&gt;&gt; Tulsa, OK 74155<br>
&gt;&gt;&gt;&gt; Tel: 918-836-6284<br>
&gt;&gt;&gt;&gt; e-mail: <a href="mailto:greeno@malei.org">greeno@malei.org</a><br>
&gt;&gt;&gt;&gt; website: <a href="http://www.malei.org" target="_blank">www.malei.org</a><br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt; --------------------------------------------------<br>
&gt;&gt;&gt;&gt; From: "Linda Zientek" &lt;<a href="mailto:lrzientek@yahoo.com">lrzientek@yahoo.com</a>&gt;<br>
&gt;&gt;&gt;&gt; Sent: Thursday, April 05, 2012 9:55 AM<br>
&gt;&gt;&gt;&gt; Subject: MLCS Webinar on April 24: Registration Open<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt;&gt; Registration for Kathleen Almy's webinar is open. This is an AMATYC<br>
&gt;&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt;&gt; New Pathways for Developmental Math: A Look into Mathematical Literacy<br>
&gt;&gt;&gt;&gt;&gt; for College Students<br>
&gt;&gt;&gt;&gt;&gt; Tuesday April 24 at 3 EST/2 CST<br>
&gt;&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt;&gt;&gt; Thanks,<br>
&gt;&gt;&gt;&gt;&gt; Linda Zientek<br>
&gt;&gt;&gt;&gt;&gt; DMC Chair<br>
&gt;&gt;&gt;&gt;<br>
&gt;&gt;&gt; ****************************************************************************<br>
&gt;&gt;&gt; * To post to the list: email <a href="mailto:mathedcc@mathforum.org">mathedcc@mathforum.org</a> *<br>
&gt;&gt;&gt; * To unsubscribe, email the message "unsubscribe mathedcc" to<br>
&gt;&gt;&gt; <a href="mailto:majordomo@mathforum.org">majordomo@mathforum.org</a> *<br>
&gt;&gt;&gt; * Archives at <a href="http://mathforum.org/kb/forum.jspa?forumID=184" target="_blank">http://mathforum.org/kb/forum.jspa?forumID=184</a> *<br>
&gt;&gt;&gt; ****************************************************************************<br>
&gt;&gt;<br>
&gt;&gt; --<br>
&gt;&gt; Edward Laughbaum&nbsp; &nbsp; <a href="http://www.math.osu.edu/~laughbaum.6/" target="_blank">www.math.osu.edu/~laughbaum.6/</a><br>
&gt;&gt; The Ohio State University<br>
&gt;&gt; 231 West 18th Avenue<br>
&gt;&gt; Columbus, OH 43210<br>
&gt;&gt;<br>
&gt;&gt;<br>
&gt;&gt; 'American Idol' men amaze judges<br>