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Topic: new tutor here
Replies: 151   Last Post: Jul 17, 2013 4:09 AM

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 Wayne Bishop Posts: 4,996 Registered: 12/6/04
Re: new tutor here
Posted: Jun 12, 2013 11:25 AM

Or you might have tried something far less time-consuming such as,
"Multiplication makes things larger? What about one-half of
something? One-half of everything? One-tenth of
everything? Followed by, "That's multiplication by a positive number
between zero and one." Better NOT to say simply "less than one"
because (perhaps already?) the student is supposed to be
algebra-ready enough to be proceeding to deeper stuff where
multiplication by negatives (all less than one) will need to be taken
for granted. Try to identify - and as quickly as possible correct -
other inhibiting deficits (competence in arithmetic through ordinary
fractions and ratio and proportion are probably enough). And then get
on to some real math.

Wayne

At 03:51 AM 6/12/2013, Michael Mossey wrote:
>I want to try math tutoring, not expecting a whole lot of work, but
>I've always loved math since doing high school math competitions (up
>to the AIME) and as I've gotten older I've developed a patient and
>nurturing side, so math tutoring seems like a fit.
>
>I have one student so far and we did about ten sessions in
>pre-algebra and algebra. She liked me and was motivated to show up
>every week (twice a week, actually), so that was nice.
>
>So, this is my very early attempt to be a math tutor. I already have
>a basic question. I know that a lot of tutors say that they adapt to
>the style of the student (different students have different learning
>styles). While that may be very important, I wonder if it's also
>important to recognize that mathematicians think and learn in ways
>that make math easier, and maybe we should be helping students to
>practice those ways.
>
>In the art world, I'm thinking of that book "Drawing on the Right
>Side of the Brain" which pointed out that people have both a
>left-brained way of seeing the world and a right-brained way. The
>conclusion of the book was not "embrace your half of the
>brain"---no, it was "Artists use the right brain--so we'll teach you
>to do it, too."
>
>
>So what thinking/learning style is math? I've encountered some
>evidence that math involves a lot of visual thinking. I know in
>myself that I have a mental picture to go along with most math
>concepts, sometimes a mental animation. When I start to work a
>problem, I develop a sense of where equations are laid out on the page.
>
>So one obvious thought is, I could, perhaps for certain problems,
>teach my student to think like me. And I did a little of that. She
>wondered why multiplying by a number less than one would make
>something smaller (because MULTIPLYING makes things BIGGER, right?).
>I created an animation.. three bars going up and down. The left two
>bars are the multiplicands, and the right bar is the result. Usually
>the middle bar is fixed, and the leftmost one varies between 0 and
>2, passing through 1 on the way up and again on the way down. My
>student could see that as the left bar approached 1, the result
>approached the fixed center bar -- and she already knew that
>"anything multiplied by 1 is itself," so this confirmed it. When the
>bar dipped below 1, it made complete sense that the result bar would
>go down and get smaller than the fixed multiplicand. And when the
>left bar got to 0, then you could see WHY "anything multiplied by 0 is 0."
>
>It took her about five seconds to grasp this and she said "Oh, now I
>know what multiplying by less than 1 makes something smaller."
>
>Right now I'm working on making a series of videos which could turn
>into computer software, teaching how to recognize the "form" of an
>algebraic expression or equation, and teaching why it's useful and
>powerful to be able to transform an equation.
>
>And it's going to be highly visual. I'll use pictures, diagrams,
>animations, pulsing letters and numbers, etc. to create an organized
>use of visual space, and to connect concepts.
>
>So, I'm a bit excited about my idea, but I still realize that not
>everyone is a visual thinker. My videos will be teaching people to
>think the way I think is most organized and powerful.
>
>But what of thinkers who don't feel drawn to this style? Let's say a
>student comes to me who has a hard time in math. (Like my current
>student.) And they reveal some of the their learning style and it is
>not an adaptive style for math (like my current student). Is it my
>job, then, to help them do math from their current perspective, or
>is it my job to introduce them to a much more powerful perspective,
>even if they only get a little bit of it, long enough to pass math class?
>
>Mike

Date Subject Author
6/12/13 Michael Mossey
6/12/13 Wayne Bishop
6/12/13 Michael Mossey
6/13/13 Wayne Bishop
6/13/13 Dave L. Renfro
6/13/13 Joe Niederberger
6/14/13 Robert Hansen
6/14/13 Joe Niederberger
6/14/13 Robert Hansen
6/14/13 Joe Niederberger
6/14/13 Robert Hansen
6/14/13 Joe Niederberger
6/14/13 Robert Hansen
6/15/13 Louis Talman
6/14/13 Michael Mossey
6/15/13 Robert Hansen
6/14/13 GS Chandy
6/16/13 GS Chandy
6/15/13 Louis Talman
6/15/13 Joe Niederberger
6/16/13 Robert Hansen
6/15/13 Pam
6/16/13 Robert Hansen
6/15/13 Pam
6/16/13 Wayne Bishop
6/16/13 Joe Niederberger
6/16/13 Robert Hansen
6/16/13 Joe Niederberger
6/17/13 Robert Hansen
6/16/13 Michael Mossey
6/17/13 GS Chandy
6/17/13 GS Chandy
6/17/13 Pam
6/17/13 Robert Hansen
6/17/13 Pam
6/17/13 Robert Hansen
6/17/13 Pam
6/17/13 Pam
6/17/13 Joe Niederberger
6/17/13 Robert Hansen
6/17/13 Joe Niederberger
6/17/13 Joe Niederberger
6/18/13 Robert Hansen
6/17/13 GS Chandy
6/18/13 GS Chandy
6/18/13 GS Chandy
6/18/13 GS Chandy
6/18/13 Joe Niederberger
6/18/13 Robert Hansen
6/18/13 Joe Niederberger
6/18/13 Joe Niederberger
6/18/13 Robert Hansen
6/18/13 Joe Niederberger
6/18/13 Joe Niederberger
6/18/13 Robert Hansen
6/18/13 Robert Hansen
6/18/13 Joe Niederberger
6/19/13 Robert Hansen
6/19/13 Robert Hansen
6/21/13 Wayne Bishop
6/21/13 Wayne Bishop
6/19/13 Joe Niederberger
6/19/13 Robert Hansen
6/19/13 Joe Niederberger
6/19/13 Robert Hansen
6/19/13 Joe Niederberger
6/19/13 Robert Hansen
6/19/13 Joe Niederberger
6/19/13 Robert Hansen
6/19/13 Robert Hansen
6/19/13 Joe Niederberger
6/19/13 Joe Niederberger
6/19/13 Joe Niederberger
6/19/13 Robert Hansen
6/21/13 Joe Niederberger
6/21/13 Robert Hansen
6/21/13 Joe Niederberger
6/21/13 Robert Hansen
6/21/13 Joe Niederberger
6/21/13 Robert Hansen
6/21/13 Joe Niederberger
6/21/13 Joe Niederberger
6/21/13 Dave L. Renfro
6/22/13 Robert Hansen
6/22/13 Robert Hansen
6/22/13 Joe Niederberger
6/22/13 Robert Hansen
6/22/13 Robert Hansen
6/23/13 Joe Niederberger
6/23/13 Robert Hansen
6/23/13 Robert Hansen
6/23/13 Joe Niederberger
6/23/13 Robert Hansen
6/24/13 Robert Hansen
6/24/13 Joe Niederberger
6/24/13 Joe Niederberger
6/24/13 Joe Niederberger
6/25/13 GS Chandy
7/10/13 Dave L. Renfro
7/10/13 Robert Hansen
7/10/13 Joe Niederberger
7/10/13 Robert Hansen
7/10/13 Robert Hansen
7/10/13 Robert Hansen
7/11/13 Joe Niederberger
7/11/13 Robert Hansen
7/11/13 Joe Niederberger
7/11/13 Robert Hansen
7/11/13 Robert Hansen
7/11/13 GS Chandy
7/11/13 Joe Niederberger
7/11/13 Robert Hansen
7/11/13 Robert Hansen
7/11/13 Louis Talman
7/11/13 Robert Hansen
7/12/13 Wayne Bishop
7/12/13 Louis Talman
7/12/13 Wayne Bishop
7/12/13 Robert Hansen
7/12/13 Gary Tupper
7/12/13 Wayne Bishop
7/12/13 Louis Talman
7/11/13 Joe Niederberger
7/11/13 Robert Hansen
7/11/13 Joe Niederberger
7/11/13 GS Chandy
7/12/13 Wayne Bishop
7/12/13 Joe Niederberger
7/12/13 Wayne Bishop
7/12/13 GS Chandy
7/12/13 Joe Niederberger
7/13/13 Robert Hansen
7/13/13 GS Chandy
7/13/13 Joe Niederberger
7/13/13 Wayne Bishop
7/13/13 Robert Hansen
7/13/13 Robert Hansen
7/13/13 Peter Duveen
7/14/13 Joe Niederberger
7/14/13 Joe Niederberger
7/14/13 Joe Niederberger
7/14/13 Robert Hansen
7/14/13 GS Chandy
7/15/13 Wayne Bishop
7/15/13 Joe Niederberger
7/15/13 Robert Hansen
7/15/13 Peter Duveen
7/15/13 Joe Niederberger
7/16/13 GS Chandy
7/16/13 Wayne Bishop
7/16/13 GS Chandy
7/17/13 GS Chandy