Mieke: Thanks for the further reply. I'll just add a little. > Jack, > > Sorry, I'm a bit slow. > > Thanks for your response > We have also programs like 'developmental' math but we call them just > 'basic programs'. That label seems fine, though I have some colleagues who argue that the initial college-level course is truly "basic".
> > I think we could go on with this discussion for a while, but I would > like to restrict it now to just one point: > > snip:-------------------------------------> >> > >> Okay, but you don't need to do something 'different', you need to do > >> something 'functional'. People must see what they are learning and for > >> what purpose. How can they use it 'tomorrow'? > >This may be one of the larger differences between the adult numeracy > >population and the college developmental population: college students > >are expected to learn material whether they can see an immediate > >application or not. In whatever setting we find ourselves, if our goal > >is to enhance "learning to learn", then we should not depend upon > >immediate application as a motivation to learn all material. In other > >words, sometimes we learn things that we can apply now -- but other > >times we learn things that will develop more general skills. > > > > Agree again, but I think people must know WHAT they learn and WHY, > especially for adults and not only in adult numeracy education but also > in 'developmental' math for college students. > My experience is that people can be terribly frustrated, especially on > math, when they have to learn things of which WE think it may be good > for them but THEY don't see why they have to learn it, even when WE tell > them that it is good for them and meant for more long term application. > > When we talk about 'learning to learn' then people also must know WHY > and HOW and for WHAT. Learning to learn is not meant as a skill in its > own. Yes, sometimes students get frustrated when faced with a topic they don't see an application for. However, some of these students eventually recognize their frustration as being a barrier to their success, and they just 'do it'. They may not have enthusiasm, but they often will succeed (I try to provide the enthusiasm). We have an honest difference of opinion of the "learning to learn" skill; to me, I'd place this towards the top of the priorities in each of my courses.
Thanks Jack -- <<<<<<<<<<<<<<<<<<<< from >>>>>>>>>>>>>>>>>>>> Jack Rotman phone (517)483-1079 Math Professor ROTMAN@ALPHA.LANSING.CC.MI.US Lansing Community College Lansing, MI "Like all art & science, mathematics surrounds us." <<<<<<<<<<<<<<<< Math Success ! >>>>>>>>>>>>>>>>> dept web page http://www.lansing.cc.mi.us/sas/mathsci