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Discussion Announcement | Guests | Suggested Resources Ladies and Gentlemen, I am excited to introduce Kate Nonesuch, an adult education instructor/researcher, who has been in the field of adult literacy and numeracy for nearly thirty years, most of that time at Vancouver Island University, Cowichan Campus, Duncan, BC, Canada.

She has been concentrating on writing and research into teaching practice in adult literacy and numeracy.

You ask students to talk about their experience with a particular kind of problem, and see that most of them are not interested in anybody else's experience; you suspect that most of them are just waiting until "the real math" starts. accno=ED396156 Kate Nonesuch Victoria, BC Individual students are different (but there's also a 'group chemistry' that can make or break the success of a class). I don't teach a math class - but I really want to try to do some workshops and teach some. " sends up my "passive learner" flags and I work to engage the student in building something out of what they already know...

As Brooke says, "I find that learners seem to expect the same protocol from every math course and math instructor. (I'm not faculty so that even if I wanted to -- and I don't -- I couldn't; and then there's politics of what things I do end up stepping on toes.) There's the huge problem that We Don't Have Time To Waste, but if a student's baggage is essentially keeping them from accessing knowledge and understanding, then all our noble efforts at instruction are more wasted time. especially since that also encourages engagement of language about the math.

As you said in your materials, respecting the resistance just makes a ton of sense.

Even if the stated resistance is based on some other issue (abject fear of failure, for instance), if we don't get to that, we aren't getting anywhere.

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I recognize the value of both kinds of participation, and while I encourage you to post your thoughts and feelings and your experiences, I also know that there are many of you who are reading and thinking and talking with your colleagues and friends about what has been posted.

I'm planning to post a little vignette or a couple of questions each day this week to spark discussion, but please don't feel constrained by my posts-take the discussion where it leads you.

Brooke Istas, Moderator LINCS Math and Numeracy List Thanks, Brooke, for inviting me to facilitate a discussion on the math and numeracy list.

You put the problem so well: "What can I do to assist my students in understanding that the "same ole, same ole" is not always the best way to achieve a deeper and richer understanding of mathematical concepts?

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