E-Newsletter Brain Teaser December 2009

Ann went from Point A to Point B.

Simultaneously Peter went from B to A.
In six hours they met and in another three hours Peter reached A.
How many hours did Ann travel from A to B?

Peter’s total travel time was 9 hours.
Assume both travel at a constant speed:
Let’s pick a speed for Peter…60 miles per hour so Peter will travel 540 miles altogether (as will Ann). He travelled 360 miles in the first 6 hours and 180 miles in the last 3 hours for a total of 540 miles.

after 6 hours, they were both much closer to A than to B


A----------------X---------------------------------B

If Ann took 6 hours to travel her 180 miles (540-360), she was only travelling 30 mph.
So it will take Ann 18 hours to travel from A to B. (540/30)

If we pick another speed, let’s say 100 mph for Peter
So he travelled 600 miles in the first 6 hours and 300 miles in the last 3 hours for a total of 900 miles.

If Ann took 6 hours to travel her 300 miles, therefore she was only travelling 50 mph.
So it will take Ann 18 hours to travel from A to B. (900/18)

Many apologies for a typo, the original problem in the e-newsletter said:
In six hours they met and in another three hours Peter reached B.

Adding It Up on WNYC

http://blogs.wnyc.org/news/category/education/adding-it-up/

Adding It Up multi-part series from WNYC on remedial Math experiences at LaGuardia Community College

Wired for Math

http://www.nytimes.com/2009/12/21/health/research/21brain.html?_r=1&hp=&pagewanted=all

Brain researchers in cognitive neuroscience are finding that young children can learn Math in preschool. This changes the idea that students need to be at least 5 until their brains are ready for Math.

SAT Skills Insight Pinpoints Strategies

http://www.collegeboard.com/testing/sat/skillsmap/select-interval-mathematics.html

This link connects to SAT Skills Insight that helps students find and developstrategies based on their current score.

COMPASS

http://www.act.org/compass/sample/pdf/numerical.pdf

Elementary Math is Misleading

A retired engineer tutors his 4th grade granddaughter in Math and finds that the standard algorithms have been upstaged by regrouping, estimated and calculator Math.

http://suburbanjournals.stltoday.com/articles/2009/12/19/stcharles/opinion/1220stc-opsh0.txt

This Is Your Brain on a Test

http://blog.newsweek.com/blogs/nurtureshock/archive/2009/12/15/this-is-your-brain-on-a-test.aspx

Carol Dweck, researcher at Stanford (formerly at Columbia), wrote about the Growth and Fixed mindset in her terrific book Mindset http://www.mindsetonline.com./

In the study mentioned on the Nurture Shock blog on Newsweek.com, Po Bronson renames the Growth mindset Knowledge-Hungry and the Fixed mindset Grade-Hungry. The Knowledge-Hungry learners were open to learning from their mistakes. Developing this perspective can help students and their teachers and parents to address the "non-instruction" part of learning and teaching.

The Ten Commandments of Mathematics

http://www.doe.virginia.gov/Div/Winchester/jhhs/math/humor/tencommd.html

The Ten Commandments of Mathematics for Students...LOL

Why Do I Need To Know This?

A great piece on the why question!

http://www.examiner.com/x-29491-Topeka-K12-Examiner~y2009m12d8-Why-do-I-need-to-know-this

Math Scores Do Not Show Much Progress

http://s.wsj.net/public/resources/documents/st_math1208_20091208.html



Based on NAEP

This Wall Street Journal on-line resource includes a sortable table of cities, 4th grade scores, 8th grade scores, etc to compare and contrast results.

Math's Double Standard from Achieve

http://www.achieve.org/files/Achieve-MathWorks-FactSheetDoubleStandard.pdf

While people understand and emphasize Reading and Writing, many see Math is a different light. Math Works is an Achieve program -- Achieve is an educational reform organization founded in 1996 by corporate leaders and state governors. Some of its goals is to create common standards, to increase high school diplomas and their worthiness and to advocate for better prepared college students and workers. Click here for more info on Achieve http://www.achieve.org/AboutAchieve.

Math vs. Reading from Math Works

From Achieve's Math Works

Things you never hear about reading and writing
(but often hear about math).
“I’m just not that good at writing, so why bother?”
“When will I actually use reading and writing in the real world?”
“Only nerds like to read and write.”
“I’m just not smart enough for writing.”
“My parents can’t read, so why do I need to learn how to read?”
“It’s just a fact that guys are better at reading than girls are.”
“I’m not a writing person; it doesn’t come naturally to me, so
why should I try?

National Educational Standards...Leadership

http://www.nytimes.com/2009/12/05/opinion/05herbert.html?_r=1&ref=opinion
This Bob Herbert op-ed piece outlines a new Harvard Ph D in Educational Leadership that will emphasize reform, learning and policy. He discusses the challenges of public education in our country with its video game culture and high dropout rate.

Leadership is essential in education at the national, district, school and classroom level. Will add some leadership links later in the month.

Math Works from Achieve

From Achieve's web site:
Far too many students in the U.S. give up on math early because it does not come easy and they believe only students with innate ability can really be “good” at mathematics, a notion that is all too often reinforced by adults who believe the same thing. Yet, in most other countries students accept that mathematics—especially advanced math courses—can be challenging, but know that with enough motivation and perseverance, they can learn difficult material. The uniquely American attitude towards math—the perception that only people who are naturally gifted at math are good at it—leads to a dangerous corollary: that it is ok to be “bad at math.” This is a significant factor in the comparatively low math achievement of students in the U.S., which
limits students’ education and career options and makes it harder for the U.S. to compete.

What's Your Math IQ? (By grade level)

http://www.mathnasium.com/mathiq.htm

Engineers as Role Models (besides athletes and entertainers)

http://www.nytimes.com/2009/11/24/science/24educ.html?_r=1&hpw

The White House is starting a campaign to promote Math and Science ed...maybe this will help STEM (Science, Technology, Engineering and Mathematics) 's PR ;)

Warning from Free Rice

WARNING: This game may make you smarter. It may improve your speaking, writing, thinking, grades, job performance...
www.freerice.com

Checking Homework and Metacognition (Thinking about Thinking)

http://blog.newsweek.com/blogs/nurtureshock/archive/2009/11/18/at-what-age-do-you-no-longer-have-to-check-your-children-s-homework.aspx

This Newsweek article by Po Bronson, author of Nurture Shock, is titled "At What Age Do You No Longer Have to Check Your Children's Homework?". This is a complex question as many middle schoolers are still developing metacognitive skills for self-evaluation (do I get it?) and the maturity for self-advocacy (I should see the teacher).

Free Rice Has Math and Vocab and More!

http://www.freerice.com/subjects.php?t=27627787492

The United Nations World Food Program's Freerice.com raises awareness of world hunger by donating 10 grains of rice for every correct answer. Besides Math, there's Art, Chemistry, English, Geography and Language Learning.

Coolmath's Math Survival Guide

Very witty and funny ;)

Might think of the wording from a different perspective -- like Thrive with Math. or Math Enjoyment Guide!

Her very terrific web site is www.coolmath.com

Algebra II Regents Sampler

http://www.jmap.org/JMAP/RegentsExamsandQuestions/3-AdobePDFs/CompactExams/Algebra2Trigonometry/fall09ExamA2_EV.pdf

The sampler for Alg II includes trig, abs value inequalities, function definition, logs in non-Base 10, trig identities, imaginary numbers, negative exponents, stats, inverse functions, domain of a fucntion, binomial expansion, compounded interest, sequences, Law of Cosines.

As far as informing SAT prep, abs value inequalities, function notation, summation, negative exponents, equation of a circle, and solving algebraic equations.

US Coalition for World Class Math

http://usworldclassmath.webs.com/

Habits of Mind from Studying Math

From The Opportunity Equation:
"Math and science embody habits of mind and methods for discerning meaning that enable students to learn deeply and critically in all areas."

Goal; Much Higher Level of Math and Science Learning

http://www.opportunityequation.org/

"The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy"

The Carnegie Foundation and IAS at Princeton have published a report entitled "The Opportunity Equation" about the importance of Math and Science education. An interesting fact is that most of the authors and advisors are college and corporate level -- classroom teachers and educational administrators may contribute ideas and perspective.

The Lessons of the Good Teacher

http://www.nytimes.com/2009/11/04/opinion/l04teach.html

Bedtime is Book Time, Math in the Morning

This blogger who has a 7 year old and 5 year old muses on the popularity of bedtime stories and would like Math to get its fair share of time ;)
This might also fall into the category of beforeschooling (working on homework with your kids in the morning before school) !! (as opposed to afterschooling -- working on homework with your kids in the evening/afternoon)

Math Learn It Live It Love It

SAT Scores

Math up 40 points since 19XX.
Verbal average up 250 points.
Overall, Critical Reading bested Math by 30 points and Math bested Writing by 60 points.

Math 750 (97th percentile)
Critical Reading 780 (99th percentile)
Writing 690 (95th percentile)

Before the test, when I walked into the room,a teen asked "Are you the proctor?". My response "No...I'm on the other side!". The test is long...the snacks and breaks really helped. Did not get a Math section until the 5th section! The essay will be up on line on 11/3 -- mine included "Little House on the Prairie", M*A*S*H, World War II and The Pink Panther II to answer if humor helps people through rough times.

http://www.collegeboard.com/student/testing/sat/scores/understanding/percentiles.html

Now, when is the SAT II given? The ACT?

Confusion vs Information

http://thisisindexed.com/2009/10/needles-and-haystacks-and-such/

Do you see a connection between Math and peak performance?

Posted on Linked In by Math Confidence:
Do you see a connection between Math and peak performance?


Responses to Math and peak performance question:

Math is one of several activities that build confidence. Math is unique, however, in stimulating the ability to take a creative initiative in thinking. This ability carries over into many facets of personal and professional life.


Math has giving me so more confidence in other areas as well. This is why I am trying very hard on getting my son to love math for what it is. It makes you think in many differenct directions.

Farm Questions on State Tests

Can downstaters relate to corn stalks and farm animals?
;)

The Numbers Game

This is a brain training exercise

http://books.google.com/books?id=Me5yLtWRamcC&pg=PA79&lpg=PA79&dq=the+numbers+game+kroehnert&source=bl&ots=k7w_Lt0AaB&sig=LzcCEPqFipiETeZxBhiA6W-Al3o&hl=en&ei=Hi3fSpLaEs_clAe-puSnAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAsQ6AEwAA#v=onepage&q=&f=false

Marvin Gardner Math Puzzler Extraordinaire

The last line says it all, it's the EUREKA!!!

"When you figure out the answer, you know you’ve found something that is indisputably true anywhere, anytime. For a brief moment, the universe makes perfect sense. "

International Test Math Problems

Click on the link to see Washington Post's Jay Mathews education column containing (PISA Programme for International Student Assessment) questions.

Comparison of NY with National Exams

From http://documents.nytimes.com/state-and-federal-mathematics-tests#p=7
"Results of federal math tests released Wednesday showed little or no progress by the country's fourth and eighth graders since 2007, the last time the tests were given. New York State's students fared much worse than they did on the state's own standardized tests: while 87 percent of the state's fourth graders and 80 percent of eighth graders were considered proficient on state tests, only 40 percent of fourth graders and 34 percent of eighth graders met that standard on federal tests."

Click on the title to see the 4th and 8th grade 2009 NY Math tests plus a link to NAEP sample questions.

Are the state tests too easy?

Today's New York Times' cover reads "U.S. Math Tests Find Scant Gains Across New York: Scores Renew Criticism that Albany Testing is Just Too Easy".


The state tests appear to be too easy compared to the national tests:

Grade 4 Samples of NAEP (National Assessment of Educational Progress): http://nationsreportcard.gov/math_2009/sample_quest.asp

Grade 8 Samples: http://nationsreportcard.gov/math_2009/sample_quest.asp?tab_id=tab2&subtab_id=Tab_1#chart

Number Puzzles from the Science Times

Still working on this one ;)

Multitasking and Studying

This title links to a Science Times piece on multitasking and studying. The research is not conclusive but the article is thought-provoking and personal as the author includes her own adolescent and young adult children's work and study habits.

A Sample of GED Math

The title of this posting links to the NY Times article on the GED in New York State.

Please click here for sample Math questions fromt he GED's web site:
http://www.acenet.edu/Content/NavigationMenu/ged/test/math.htm

Practice questions from educational publisher Steck Vaughn:
http://steckvaughnadult.hmhco.com/en/gedtestmenu.htm

Calculation Nation Games from NCTM

These can be accessed by non-NCTM members by using a guest pass.

The SAT Essay

Two more days until the SAT. The Little House on the Prairie books will hopefully help as the Ingalls family endures many hardships that will answer prompts such as:

You have twenty-five minutes to write an essay on the topic assigned below.

Think carefully about the issue presented in the following excerpt and the assignment below.
Many persons believe that to move up the ladder of success and achievement, they must forget the past, repress it, and relinquish it. But others have just the opposite view. They see old memories as a chance to reckon with the past and integrate past and present.
—Adapted from Sara Lawrence-Lightfoot, I've Known Rivers: Lives of Loss and Liberation

Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

Goals for Math Classes: Reasoning and Sense Making

This brand new NCTM (National Council of Teachers of Mathematics) guidebook Focus in High School Mathematics: Reasoning and Sense Making highlights reasoning opportunities in five specific content areas of the high school mathematics curriculum.

Reasoning with Numbers and Measurements
Reasoning with Algebraic Symbols
Reasoning with Functions
Reasoning with Geometry
Reasoning with Statistics and Probability

Discomfort and Learning

People love patterns and categorizations. Students laugh when I say "this problem is exactly like the last one but completely different." A good example of overgeneralization is the equation of a straight line y = mx + b where m = slope and b = y-intercept.

Everything is cool and groovy with y = 2x + 5 (slope 2 and y-intercept 5)
or y = 4x+ 8 (slope 4 and y-intercept 8)

but what about y = x (where slope 1 is invisible as is y-intercept 0)?

This New York Times article "How Nonsense Sharpens the Intellect" has research and ideas about promoting learning and creative thinking through novelty and anomalies.

SAT Tips from the College Board

SAT Tips from the College Board


Below are some tips that will help you do your best on test day.
Before Test Day
Get organized:
Make sure you have two No. 2 pencils and a soft eraser. Pens and mechanical pencils are not allowed.
Have your SAT Admission Ticket and acceptable photo ID ready.
Check your calculator and put fresh batteries in it.
Bring a watch to time yourself. Use a watch that has no audible alarm—separate timers are not allowed.
Prepare snacks to take. A healthy snack will help keep you alert during the test.
Prepare yourself like an athlete:
Get plenty of sleep the night before the test. Your brain will work better if you are rested.
Eat a good breakfast that morning.
On Test Day
Leave your cell phone at home. If your phone rings during testing, it could cost you your scores!
We strongly advise you not to bring a cell phone or any other prohibited electronic device to the test center. If your electronic device makes any noise, or you are seen using it at any time—including breaks—you may be dismissed immediately, your scores may be canceled, and the device may be confiscated.
This policy applies to any prohibited digital and/or electronic device such as a BlackBerry®, pager, iPod®, MP3 player, camera or other photographic equipment, or separate timers of any kind.
Check to see if your test center is open.
Tune in to your local media, like you do for school closing announcements.
Check online for a list of test center closings.
Leave early. Get to the test center no later than 7:45 a.m., unless otherwise noted on your Admission Ticket.
Go to the center listed on your Admission Ticket.
Even if it's not your first choice, you are only guaranteed admission to the test center on your Admission Ticket.
You will be charged an extra fee if you go to a different test center, and a seat may not be available for you.
Arrange your ride home ahead of time. Your testing may end a little before or after the times listed below. If you are testing with extended time, ask the supervisor for approximate finish times.
For the SAT, plan on being picked up at approximately 12:45 p.m.
For SAT Subject Tests™, plan on being picked up at the following approximate times:- 9:45 a.m. for one test- 11:15 a.m. for two tests- 12:30 p.m. for three tests
Taking the Test
Make sure you use a No. 2 pencil. Follow the instructions on your answer sheet when filling it out.
Keep focused:
Use breaks to eat or drink any snacks you have brought with you.
Pace yourself. Each question counts the same. Don't spend too much time on any one question.

Answer to Sudoku question from 9/29/09

There are 5 numbers missing and they are 1, 2, 5, 7, 8

Once you choose the first one (out of five), there are four left to choose from
Once you choose the second one (out of the remaining four), there are three left to choose from
Once you choose the third one (out of the remaining three), there are two left to choose from
Once you choose the fourth one (out of the remaining two), there is only one left

For example, if you first choose the 7 then remaining is 1, 2, 5, 8
Then if you choose 1, then remaining is 2,5,8
Then if you choose the 8, remaining is 2 and 5
Then if you choose the 2, the 5 is left over by default.

So the choices are: 5 x 4 x 3 x 2 x 1 = 120 different numbers that can be possible answers to
"a nine digit non-repeating number that ends in 6349"

Sudoku...how many possible numbers?

This cartoon shows a man asking a woman,
"What's a nine-digit nonrepeating number that ends in 6349?"

How can we figure out how many possible answers there are that would fit this criteria?
(without listing them all)...

Answer will be posted tomorrow (Weds 9/30/09)

Flow, Long-Term Goals and Stress Management

While being immersed in any kind of flow state (where time evaporates) is desirable, those with long-term goals seem to be the most fulfilling. Studying technical content like Math can be so absorbing that time and mind disappear making the 'problem at hand' more pressing and pleasing than any other problem one may have.

It would be interesting for mental health professionals to recommend brain fitness exercises as a stress management strategy.

New York Times Magazine on Education

Interesting perspectives from Geoffrey Canada (Harlem Children's Zone), Diane Ravitch and others on How To Remake Education.

Math = Awesomeness

This are examples of Teach Back posters made by students in College Algebra ;)

Core Standards for Math

http://www.corestandards.org/

This is an interesting initiative supported by many governors, the College Board and Achieve in a quest to form national standards.

Motivation in the Math Classroom

http://www.nctm.org/resources/content.aspx?id=16481
Tips for teachers (and parents and students) from the National Council of Teachers of Mathematics (NCTM) for motivation including goal setting, focusing on effort and by encouraging cooperation.

SAT as a Predictor

While success can be based on many factors, some fields of study use the SAT as a measure of 'keeping up with the Joneses'. Engineering schools want high Math scores (to follow along with profs who write a dozen equations on the board); likewise, journalism schools want high verbal scores.
Because grades are subjective, the SAT is a broader indicator. Due to the absence of a national curriculum, we can think of the SAT as a unifier for a reasonable body of knowledge for high schoolers.
As a Math peak performance coach, I have found that studying for the SAT can be challenging and entertaining while promoting brain fitness at any age. Although I graduated from college in 19XX, this October 10th I will take the SAT to gain perspective, to have fun, and to boost mental fitness.

Click here for the SAT Question of the Day http://apps.collegeboard.com/qotd/question.do

Click here for related blogging on the SATs
http://mathconfidence.blogspot.com/search/label/SAT

What Do the Scores Mean?

Are students more proficient? Is the test the same difficulty level?
Read this NYT article about the score needed to pass the NY state test:
http://www.nytimes.com/2009/09/14/education/14scores.html?_r=1

Brain Fitness for Success Link

Brain Fitness for Success at the College Board Forum 2009
http://www.collegeboard.com/events/forum/2009/homepage/index.html
Forum 2009: Education and the American Future
New York City October 21-23, 2009

While students would like relevant content, they often view the classic high school math curriculum (algebra, geometry, trigonometry) as the least applicable topics of their courses. However, quantitative reasoning can improve metacognition (thinking about thinking) and is an excellent way to boost knowledge and skills. Participants will discuss the concept of brain fitness, with special attention to how math can enhance critical thinking, problem solving and confidence. Participants will develop strategies and identify opportunities to implement the brain fitness perspective to foster student commitment and to improve their college access and success.
Speaker(s): Robin Schwartz, Adjunct Professor, College of Mount Saint Vincent; Founder, Math Confidence, New York

Math in 2009 is different than 19XX -- The Graphing Calc!

The TI-83/4 is an easy-to-use graphing calculator that allows teachers and students to understand, teach and learn Math differently than in 19XX.

While we were asked to do lots of computations and use trig and log tables, today's students are asked to be analytical. Using the calculator on the SAT is actually more of a distractor than a help as the questions posed are reasoning rather than number crunching. Please see the Wall Street Journal (http://online.wsj.com/article/SB125244891686393811.html) for an update on TI's latest N-Spire graphing calculator...many teachers are keeping their 84s due to its ease-of-use -- in half an hour, students can learn enough to be dangerous ;)

Here's the link to mathconfidence's comment: http://online.wsj.com/article/SB125244891686393811.html#articleTabs=comments#comment450823

WSJ Cartoon

Being right is not as important as working on problem-solving ':>)

The Teach Back for Algebra and Prealgebra

This was written in response to the following question:
Can you help me with tips on teaching algebra?
I start next week teaching Algebra and Pre-algebra part time. I may think the gubject is great, but I'm looking for ideas on how to get the kids 'hooked', and help them continue to embrace teh subject with enhusiasm. So I'm looking for ideas and for classroom tools, etc. And I'd like a network to seek input & help as needed throught the fall.


Hi Steve: Best to you on teaching algebra and prealgebra. How long are the blocks? A variety of instruction can work well and keep kids engaged -- lecturing, working in groups on the same worksheet, working with calculators, Power Point, chalk-and-talk, and especially the Teach Back. The Teach Back is working in groups on different content. It is a very effective tool for review and test prep as it engages students to be responsible for their own learning. Working in groups (each with a unique Math opportunity), students solve problems, write solutions and present their findings to the entire class. As each group finishes, they are given the entire packet of problems so that they can learn from one another and maxmimize performance on their exam. By increasing participation and fostering a culture of teamwork, learners improve their skills and test scores while building confidence and camaraderie. Please see the two attached links. Thanks, Robin the Math Lady
Links:
http://mathconfidence.blogspot.com/search/label/Teach%20Back
http://archive.constantcontact.com/fs086/1102574170134/archive/110259616631...

Attention and Learning

Jessica Hagy's Indexed http://www.thisisindexed.com/ uses xy graphs to relate two things to each other.

Graphing Calculator - Top 10 Back-to-School iPhone Applications - TIME

99 cents for a portable graphing calculator -- have not seen it up close but a student said he would download it this week:

Graphing Calculator app on the iphone

Master Teacher Mindset by Robyn Jackson

Jackson outlines strategies for teachers and students to enhance learning and maximize student potential and performance. Her philosophy incorporates key ideas from Mindset by Carol Dweck and The Art and Science of Teaching by Robert Marzano.

Here are her seven principles:

Start where your students are
Know where your students are going
Expect to get your students to their goal
Support your students along the way
Use feedback to help you and your students get better
Focus on quality rather than quantity
Never work harder than your students

Cheat, I mean, Reference Sheets

The slope formula…the distance formula…the midpoint formula – ARGH!
With all those x sub 1s and y sub 2s, these formulas or maybe they’re equations..HMMM…anyway, get all jumbled and misapplied.
As an adjunct Math prof, former engineer and ‘Robin the Math Lady’, I help people to build Math Confidence through metacognitive strategies.

How much does a cheat sheet help? If Math = formulas, then it would indeed be cheating. But problem-solving is so much more. In engineering school, our open book untimed exams with only 3 problems would take 6 or more hours and a ‘C’ would be welcomed with open arms! Some profs allowed just one piece of paper. It took days to craft a crowded cheat sheet chock full of problems (ok, opportunities) with a 0.5mm mechanical pencil. This process helped us know our strengths and weaknesses for maximizing potential on our exams (ok, assessments).

Now as a prof, I encourage homework and classwork on cheat sheets for reference points
so that learners can size up the challenges and tackle them under peak performance conditions (tests). Cheat sheets boost confidence, performance and enjoyment of Math and learning!

Brain Fitness for Success at College Board Forum

Title: Brain Fitness for Success
Description: While students would like relevant content, they often view the classic high school math curriculum (algebra, geometry, trig) as the least applicable topics of their courses. However, quantitative reasoning can improve metacognition (thinking about thinking) and is an excellent way to boost knowledge and skills. Participants will discuss the concept of “brain fitness,” with special attention to how math can enhance critical thinking, problem solving and confidence. Participants will develop strategies and identify opportunities to implement the “brain fitness” perspective to foster student commitment and to improve their college access and success.

Presenter: Robin Schwartz, Adjunct Professor, College of Mount St Vincent; Founder, Math Confidence, New York
Thursday 10/22/09, New York City

College Board's Forum 2009: Education and the American Future
New York City October 21-23, 2009

Confidence and Knowledge

Came across this link through an ACT article in the Wall Street Journal.
Confidence and knowledge and learning go hand in hand ;)

The Original Article
http://online.wsj.com/article/SB125065253283242295.html#articleTabs%3Darticle


The Poster's Comments (includes the Knoweldge Factor link)
http://online.wsj.com/article/SB125065253283242295.html#articleTabs=comments#comment394900

34 = 65

This article by Diane Ravitch highlights the curve of Regents exams. On the Regents administered yesterday 30/87 (34%) results in a passing score of 65. With higher standards and clearer meaning of scores in grades 3- 8, expectations and learning will improve.

Here's the link to the article: http://www.nypost.com/seven/08132009/postopinion/opedcolumnists/toughen_the_tests_184289.htm

Taking the SAT 10/10/09...long time since 19XX

Sue Shellenbarger's article was inspirational -- only 8 more weeks until the SAT.

http://online.wsj.com/article/SB124337711110856009.html#articleTabs=comments#comment199886

http://digg.com/educational/WSJ_com_High_School_Senior_I_Took_the_SAT_Again_After_41

http://mathconfidence.blogspot.com/2009/05/would-you-ever-retake-sat.html

Take Away the Stress, Multiply the Fun, Divide and Conquer

The print ad says "Add KENKEN, Take Away the Stress, Multiply the Fun, Divide and Conquer

Brain Fitness for $9.95 ;)
http://www.kenken.com/

Teach Back example

This student-made poster was based on Teach Back questions on Unit Conversion and was a key part of the Teach Back process.

The Benefits of the Teach Back method

The Benefits of the Teach Back method

The Upside of Test Prep: The Teach Back

The Teach Back method uses sample assessment questions for learning and teaching in the classroom.

NYT Learning Network for teachers, parents, and students

A great resource and inspiration for learning and teaching.

Gaining An Academic Edge with the Web

The Wall Street Journal mentions these on-line learning tools in this article about the wave of the future:


http://funbasedlearning.com/ Algebra and Chem

www.dreambox.com Math for K,1,2

www.indianmathonline.com Math for Grades 1- 10

www.brightstorm.com High School HW Help

How To Say Really Big Numbers

Almost but not quite infinity

The New York Times featured a story about VISA bills gone awry. The young woman put this # into Google after typing in

How to Say Really Big Numbers which likely brought her to:
http://www.mathcats.com/explore/reallybignumbers.html
twenty-three quadrillion, one hundred forty-eight trillion, eight hundred fifty-five billion, three hundred eight million, one hundred eighty-four thousand, five hundred












Almost but not quite infinity ;)

Learning on the Computer

How will technology (such as Dimension M's middle school Math video games http://www.dimensionm.com/) blend with traditional instruction for the School of the Future?
This article focuses on the School of One that custom-tailors lessons to each student...perhaps this is the wave of the future -- individualized learning mixed with on-line learning.

Mindset and Success according to Indexed (blog)

This is very reminiscent of Carol Dweck's book Mindset.
http://www.mindsetonline.com/

FASTTMATH develops automaticity

Because students, teachers and curricula spend time on 'understanding' the operations, there is far less school time spent on memorization. Automaticity with Math facts develops fluency, skills, confidence and a positive attitude toward Math.

Yesterday, Steven demoed FASTTMATH and showed off its features to a Dad with two elementary age kids.

The Dad was wowed -- he's placing his order today.

Read this link!!! They hate school ;(

http://www.usatoday.com/news/education/2009-07-05-hateschool_N.htm

0 = 40?? Passing with a 7

Focusing on learning and effort reduces the focus on grades
http://www.tampabay.com/news/education/k12/article1014081.ece
A Florida county is thinking of making 40 the lowest possible grade even if the student does not hand in the work.

"How it would work
The Hernando County School District is considering changes to its grading policy at the elementary school level that would get rid of zeroes and create a minimum F score. Here's how it would work:
• A student who does not turn in an assignment or test would receive a 40 percent.
• A student who turns in a test or assignment and scores, say, a 30 percent would get a 49.30 percent in the gradebook. Adding the actual score after the decimal point is a way for teachers to keep track of what the grade would have been if not for the minimum F policy. "

In Engineering school, due to low averages, a 7 out of 100 on an exam could be a passing grade. Starting at 40 would have more than quintupled some scores on exams we actually took ;)

The New SAT Book from the College Board

The new SAT book will be out on July 21st with 3 recently administered tests ;)

It also includes a chapter on the PSAT.

13 x 7 = 28 from Abbott and Costello

http://www.youtube.com/watch?v=7WMi5TUJDso

Afterschooling and Beforeschooling

Afterschooling -- what a great word to describe the supplementation of schooled students!!

Disclosure: Sometimes the extra work is "beforeschooling" as we do 15 minutes (of the daily one hour of extra Reading and Math) before the school bus comes ;)

Success Magazine: Focus on Improvement

The August 2009 Success magazine has an inspiring and uplifting article ("If You Don't Fall, You Aren't Getting Better") by publisher Darren Hardy.

Mistakes can be terrific learning opportunities. Math questions often have only one correct answer and can provide practice in admitting and correcting errors. Mr. Hardy expressed this very well -- "they were markers on the journey toward greatness and should be appreciated, even celebrated."

The next time I hear, "When are we ever going to use this Math?", my answer will incorporate Mr. Hardy's words: "Correcting Math mistakes builds more than Math knowledge and skills -- this improvement process instills character traits that help people break through to a new level of academic, professional and/or personal success."

School - Home Partnership?

U.K. To Parents: We’ll Do Our Part….

Education Leads to Independence and Better Practices

Gardner's 5 types of minds that each individual and community will need to succeed in the future.

The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history, and of at least one professional craft.
The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others.
The Creating Mind: the capacity to uncover and clarify new problems,questions and phenomena.
The Respectful Mind: awareness of and appreciation for differences among human beings and human groups.
The Ethical Mind: fulfillment of one's responsibilities as a worker and as a citizen.

1 + 1 = 2 and 1 + 2 = 3

Log in the base 10 of 100 is 2 -- this is the only log ya gotta know ;)  this is because 10 to the 2 power is 100
Then the log rules (that make no sense because they work off of exponent rules) follow.

log 10 + log 10 = log 100
1 + 1 = 2

log 10 + log 100 = log 1000
1 + 2 =3

It makes people laugh when they see that:

1 + 1 = 2 and

1 + 2 =3!! ;)

Learning on the Web for a Good Cause

Free Rice started as a vocabulary web site and has expanded to include Math and other subjects.
They donate grains of rice for every correct answer.
Check it out ;)

Uh Oh...Calculators and Beyond!!!

The new Wolfram Alpha site does more than calculate -- it does Calculus!!

It remains to be seen if this is good or evil as we humans cannot see into the future. As technology has evolved so has Math curricula. The SAT is so different than it was in 19XX as I-83/4s have been normalized into the classroom and Excel spreadsheets have invaded corpoarte and daily life.

The debate over technology makes for a great discussion about the future of education and the future of society.

Turning Mistakes into Stepping Stones: John Maxwell

As leadership guru John Maxwell states: mistakes are stepping stones and help us to plan for and meet the challenges of the future.
http://www.amazon.com/Failing-Forward-Turning-Mistakes-Stepping/dp/0785288570/ref=sr_1_1?ie=UTF8&s=books&qid=1245239881&sr=8-1

Here's to the Guinea Pigs: Geometry Regents Debut!

The much-awaited debut of New York's first Geometry Regents ;)
http://www.jmap.org/JMAP/RegentsExamsandQuestions/3-AdobePDFs/OriginalExams/Geometry/0609ExamGE.pdf

Good luck to all the guinea pigs who took it -- may the curve be kind to you!

National Standard? How's the SAT or ACT?

The Obama administration plans to spend $350 million on national standards -- perhaps Mr. Duncan and his team will consider the SAT and/or ACT which provide an acceptable and common body of knowledge for the college admissions process and is the closest to a national exit exit exam. http://mathconfidence.blogspot.com/search/label/curriculum

In NYC, the Specialized High School Admissions Test (SHSAT) is a similar indicator for early eighth graders. While some may not prefer standardized exams, test prep can be a tool for teaching and learning especially if old or sample exams are available. Many common Math mistakes and misconceptions can be diagnosed through the use of multiple choice with “good wrong answers” -- this seems to make a stronger impact than just teaching them the right way to do it!!

http://www.washingtonpost.com/wp-dyn/content/article/2009/06/14/AR2009061402660_Comments.html

Math Confidence Success Tip #2: Effort and Learning

Be consistent with effort and learning as test grades may fluctuate!!
Math test grades often seesaw due to content difficulty level as well as performance factors (breakfast, mood, weather, etc.). 'Little mistakes' can easily add up to 10 - 15 points.
Recommendation: Think of an 85 as being a very good Math grade.

Math helps with brain processing and speed

I often ask students to think about their thinking (metacognition).
Math helps the hamster in your head run faster.
This is a great metaphor for the brain fitness that Math inspires.

Great fast hamsters in this video!
http://www.youtube.com/watch?v=YXRH50fvHWA

Education Online -- A Wave of the Future

While there will always be a need for teachers and classrooms, on-line learning is here to stay. The Internet and on-line learning offers a flexible and economical alternative to classroom learning. This article featured Staples High School in Westport, Connecticut and the success they have had with on-line learning in Algebra and other Math classes.

Math Confidence Success Tip #1: Don't Look at the Answers ;)

Don’t write the answers on your review sheet -- otherwise the reworking of the problems may not happen. In Math, skills and knowledge are gained by working and reworking problems until the process is almost memorized (rather than the formulas)

Rising Above IQ: Perseverance and Drive

Perseverance and drive helped our son learn to read!!!

As a Math peak performance coach and the Mom of a dyslexic son, I can see the fruits of hard work and parental involvement. By the sweat of our brows, an awesome whole-language program (Al Dicker Reading program), an excellent reading teacher weekly and a parent/child half hour daily session for the past 15 months, our 9.5 year old son can now read. This afternoon, we finished Little House on the Prairie. Tomorrow brings On the Banks of Plum Creek.

Below are some comments from March regarding Nisbett's book from my Math Confidence blog:
Innate intelligence as measured by IQ can be increased
IQ is not the most important success factor

Women in Science...Mindset for Success: Average = C

Like poster mav62, my high Math SAT landed me into a technical discipline. While there were many more men than women in Electrical Engineering, we studied in groups in public places rather than by twos.

Stephanie Pfirman of Barnard mentions that getting an A- or B+ doesn’t spell the end of your career – it is important that women (and men) STEM (Science, Technology, Engineering and Mathematics) majors are aware that most introductory technical courses have a C average. http://mathconfidence.blogspot.com/search/label/mindset

PS Glad you were able to use trigonometry on the job ;)

http://fray.slate.com/discuss/forums/thread/2859080.aspx?View=Flat&ArticleID=2219701

"Test Prep Really Does Help Us Learn"

This New York Times article "New York City Shows Gains in Math" ended with a quote from a sixth grader: "Test prep really does help us learn."

Math Confidence workshops show how test prep can benefit learners:

“Using ‘Good Wrong Answers’ to Achieve Math Confidence and Success”
Test prep can be used as a learning tool as multiple choice tests have tempting incorrect answers that often reflect students’ common misunderstandings. Studying these “good wrong answers” and identifying potential errors leads to deeper comprehension, higher confidence and better grades while improving problem-solving skills.

“Exchanging Ideas and Strategies for Math (Regents/SAT/SHSAT/3-8) Success”
This forum includes a lively and engaging discussion on multiple choice questions, metacognition, TI-83/4 strategies (for Regents and SAT) and topics generated by the participants.

In New York, prior state tests are public information, creating a teaching and learning opportunity for students, parents, teachers and the public at large. Using old or sample exams as an educational supplement, people can raise metacognition (thinking about thinking) and gain content exposure.

The Stuyvesant/Bronx Science exam (SHSAT)is a much more intense indicator (than the state tests) of expectations for early 8th graders. Here is the link to the SHSAT handbook that contains two sample exams.
http://schools.nyc.gov/NR/rdonlyres/D6C3C010-DD6B-4B04-BFFB-3A9C240F27C9/0/SHSAT_Hndbk_0809_toDOE.pdf

NYS Elementary and Intermediate exams for all subjects
Grades 3 - 8 http://www.nysedregents.org/testing/eleminttests.html

Click here for high school content http://www.jmap.org/

Robin Schwartz
www.mathconfidence.com

Would You Ever Retake the SAT?

WSJ.com: I Took the SAT Again After 41 Years: Inspirational? Fun? Zany? Brainy? Would you ever retake the SAT?

http://digg.com/d1sGRZ

Many congrats to Sue Shellenbarger! The headline on WSJ’s home page says “the terrifying experience of retaking the SAT after 40 years.” Education needs better PR!
As Robin the Math Lady, I teach Algebra and Geometry for the SAT but really focus on the psychology of studying and learning Math. Many people have Math and test anxiety hence the name of my web site -- Math Confidence.

By viewing test prep as an opportunity for learning, people can improve their brain fitness (just like going to the gym increases physical fitness). Congrats to Sue for taking on this challenge! You have inspired me to seriously consider registering for the October SAT ;)

Inspiring Students To Think ;)

This letter is reminiscent of a student who said:
"The reason I don't like your class is that it forces us to have to think!"

New York Times Letter
Latin? Try Basic Math
Published: May 25, 2009
To the Editor:
A May 19 letter suggested teaching Latin to make college diplomas more readable.
Although making sure that the college population gets a well-rounded education is a laudable goal, I, a professor of college math for more than 30 years, bemoan the fact that people cannot do simple arithmetic.
Many college students (and, yes, college graduates) cannot add fractions, multiply decimals or calculate the square footage of an L-shaped room (forget about calculus or higher math.)
These things are required in everyday life to convert recipes, calculate a sale price or buy an air-conditioner. Calculators are a bad substitute. They absolve the student from the requirement of thinking.
On a recent exam, a student complained to me not that the exam was too long or too hard — but that he had to think.
Arnold FischthalNew York, May 20, 2009
The writer is an assistant professor of mathematics at Queens College.

The Mind Can Drive While it Does Other Things

The title of this blog post links to Verlyn Klinkenborg's article called "The Paved Mind" about how we can weed out the inessentials and drive while multitasking (talking on phone, texting, filing nails, etc)

This is what Mihaly Csikszentmihalyi says about the mind and flow
http://www.ted.com/index.php/talks/mihaly_csikszentmihalyi_on_flow.html

Studying Math can provide this flow experience ;)

SAT Score Cut-Offs: SAT as an Indicator, National Curriculum?

In response to: Colleges Acknowledge SAT and ACT Score Cut-Offs in Admission

It is important to note that some fields of study use the SAT as a measure of ‘keeping up with the Joneses’. Engineering schools want high Math scores (to follow along with profs who write a dozen equations on the board); likewise, journalism schools want high verbal scores.
Because grades are subjective, the SAT is a broader indicator. Due to the absence of a national curriculum, we can think of the SAT as a unifier for a reasonable body of knowledge for high schoolers.
Studying for the SAT (or any test) can promote brain fitness at any age
http://mathconfidence.blogspot.com/2009/03/sat-as-predictor-indicator-brain.html

Can You Resist the Marshmellow? Self-Control and Success

This excellent article highlights the importance of self-control and mentions the famous marshmellow experiments done at Stanford in the 1960's and 1970's. Includes Math as a subject that benefits from self-control.

AP Classes for College? for National Curriculum?

AP classes are increasingly popular. People debate whether to allow all students into these classes. While I am unsure of a fair requirement, there is something that the AP does quite well -- it nationalizes curricula. If more students have studied AP World History (for example), perhaps colleges can assume more uniformity in student preparedness.

Why Don't Students Like School

This book is excellent for teachers, parents and students. Dr Willingham's main point is that thinking is hard and takes a lot of work and for most people, it does not come naturally. Today, this book enhanced my professional development Math workshop as it highlighted many of the attitudinal issues that Math teachers must address.

Sigh...it's still not cool to be smart

Brain fitness has yet to catch on -- it is still not cool to be smart!!
Please see the NYT article (4/29/09)

“Where we see the gap narrowing, that’s because there’s been an emphasis on supplemental education, on after-school programs that encourage students to read more and do more math problems,” Dr. Hrabowski said. “Where there are programs that encourage that additional work, students of color do the work and their performance improves and the gap narrows.”
But he said that educators and parents pushing children to higher achievement often find themselves swimming against a tide of popular culture.
“Even middle-class students are unfortunately influenced by the culture that says it’s simply not cool for students to be smart,” he said. “And that is a factor here in these math and reading scores.”

Is Math Applicable? Brain Fitness Part 2

College Board 2009 Forum Proposal:

While students would like relevant content, high school curricula dictate traditional subjects. In particular, classic high school Math (algebra, geometry, trig) is often viewed as the least applicable topic. However, quantitative reasoning can improve metacognition (thinking about thinking) and is an excellent way to boost knowledge, skills and attitude for success in the twenty-first century.

Brain Fitness for Academic, Professional and Personal Success

Proposal for College Board's Forum 2009 Part 1

To break the barriers of college access and success, we need to promote intellectualism by reshaping the view of brain fitness and putting it on par with physical fitness.

Participants will exchange ideas on motivation, instructional strategies and confidence-building with an emphasis on critical thinking and Math.

Helping Women with Math

Allanah Thomas has recognized the need for Math for women. She emphasizes mental Math and has trained thousands of people. Many of them have qualified for better jobs and therefore a better standard of living.

Alternatives to Inflict (see 4/16)

Alternatives to “inflict”:
Improve
Develop
Expand
Progress
Enhance
Boost
Upgrade
Bolster
Encourage
Give Confidence

How To Raise Our IQ: "Inflict" Kids with Books!!!

Nicholas Kristof of the New York Times:
"One indication of the importance of school is that children’s I.Q.’s drop or stagnate over the summer months when they are on vacation (particularly for kids whose parents don’t inflict books or summer programs on them)."


"Inflicting" to describe books or summer programs!! This word illustrates the attitude and sentiment of many people regarding education. It would be terrific if we valued mental fitness as much as physical fitness.

Here's the American Heritage Dictionary definition
http://education.yahoo.com/reference/dictionary/entry/inflict

in·flict (n-flkt) KEY TRANSITIVE VERB: in·flict·ed , in·flict·ing , in·flicts
To deal or mete out (something punishing or burdensome); impose: inflicted heavy losses on the enemy; a storm that inflicted widespread damage.
To afflict.

Math's Image: Trig Class seen as "Forever "

Thanks Roz Chast...waivering between "funny!!" or "bad Math PR".

Macy's CEO would love more emphasis on Math

Please see below for Macy's CEO Terry Lundgren's comments on Math:


Q. Anything you would like business schools to teach more? Less?
A. In our business, there’s not enough emphasis on math. Coming out of college, we really like to have kids who like math, study math and get it. And so I’d like to make sure that there is an emphasis on math. I think there is a strong emphasis on marketing already, and we want that and we need that. But to me, the math piece is weak in most business school educations, and I’d like to have more emphasis on that.
Q. But somebody might say, “That’s what calculators are for.”
A. And that’s exactly the problem. Because when, at least when I was in school, we didn’t have the computer technology that we have today to do a lot of the work for us. And so I think there’s logic that has to go into this. And I don’t think you should actually have to have a calculator for every decision that you make that has numbers attached to it. Some of that should just come to you quickly, and you should be able to quickly move to your instincts about that being a good or not good decision.
And I think that just knowing how to manage people for the situation and individually, managing them differently — what I would call situational management — is really important. You really have to have some instincts there to adjust to get the most out of people and the most out of different situations. I don’t know how you teach that; I just want to make sure that it’s known that it has to be different, and you have to make adjustments.

Math Confidence and Math Facts

The title links to a posting by Keith Devlin the Math Guy about Algebra.

One of the posters to this article brought up the dependency that today's students have on calculators. An interesting study would be a comparison of Math confidence and fluency with Math facts for current middle schoolers, high schoolers, college students as well as adults.

It's the New Algebra II/Trig Regents!! (for 2010)

Click on the title and then scroll down for the Power Point on latest info on the Alg II/ Trig Regents coming soon to a school near you!
First adminstration of this Regents will be June 2010.
Good news -- it appears to match the SAT content more closely than the Math B material.

Motivation and Math -- thanks www.coolmath.com

This is an awesome web site -- for the Math and for the inspiration.

Success Later = the intersection of Failure, Determination and Thinking

http://thisisindexed.com/wp-content/uploads/2009/03/card2085.jpg

Where failure, determination and thinking intersect on the Venn diagram is success later-- thanks to Jessica Hagy for her terrific www.thisisindexed.com representation!!

Big Numbers in the News...Estimation

Earlier this week, there were two fabulous Math-related items in the NYT:

The excellent visual (click on the title of this entry) shows a million vs a billion and promoting quantitative literacy for order of magnitude.

Interestingly, the Science Times also had a Math article on estimation along with an interactive quiz. http://www.nytimes.com/interactive/2009/03/31/science/20090331-angier-quiz.html
Check it out -- especially the last question on how many times a year the avergae teen says "like".

Estimation Quiz NY Times

Check this out -- interactive Math!!!!

Intelligence and How To Get It

From the New York Times review of Richard Nisbett's book

But beyond a certain threshold — an I.Q. of 115, say — there is no correlation between intelligence and creativity or genius. As more of us are propelled above this threshold — and, if Nisbett is right, nearly all of us can be — the role of intelligence in determining success will come to be infinitesimal by comparison with such “moral” traits as conscientiousness and perseverance. Then we can start arguing about whether those are genetic.
http://www.amazon.com/exec/obidos/ASIN/0393065057

Two important take-aways:

Innate intelligence as measured by IQ can be increased

IQ is not the most important success factor

Instilling Core Values with the Life Skill and Discipline of Math

Math appears content-oriented making students wonder "When Are We Ever Going To Use This Math?". However, the study of Math instills many core values such as perseverance, self-discipline, and excellence, while providing challenge and the opportunity for ‘flow’ experiences. Math is a life-skill that generates critical thinking, broadens career choice, and enhances performance in the classroom and in the workplace. Viewing Math through this lens can positively address the attitudinal aspects of teaching and learning Math helping to develop a life-long appreciation and confidence in quantitative reasoning.

DIY Approach to Education: Response to NYT Brooks Op-Ed

Our complex education system can benefit from a pro-intellectualism perspective. And while it is “no picnic”, supplemental education and the DIY (do-it-yourself) approach has been around for a long time. Michelle Obama’s mother also tutored her kids with workbooks.

While test scores do not paint the entire picture, studying for an exam can build the knowledge, skills and attitude for academic, professional and personal success. It can also build life skills such as focus, persistence, and critical thinking.

Whether we love the content of the SAT/ACT, it is closest to a national curriculum – visit http://apps.collegeboard.com/qotd/question.do for the free Question of the Day.

Learning how to learn and study is an important component of education that highlights the self-satisfaction that comes from personal development while also increasing brain fitness and confidence.

Link to comment
http://community.nytimes.com/article/comments/2009/03/13/opinion/13brooks.html?permid=192#comment192

Grading without A's

Response to New York Times article "Report Cards Give Up As and Bs for 3s and 4s"
http://community.nytimes.com/article/comments/2009/03/25/education/25cards.html?permid=61#comment61

While parents, students, teachers and society at large would like to know how students are faring, a good grade is not the only measure of learning. In fact, for the bright student, an A may be a result of their excellent 'raw materials' yet once these bright students reach Algebra, most will have to buckle down and actually study to learn the quadratic formula.

In secondary Math, an 85 is an excellent grade since 15 points will be lost to 'fuzzy errors' made under the pressure of an exam. It is hard to get an A in Math. As Barbie said “Math is hard” and it can be -- while offering many other life skills such as
Problem-Solving, Critical Thinking, Optimizing Your Potential, Escaping the Perfectionism Trap, Appreciating Effort vs. Obsessing about Ability, Financial / Medical Information Fluency, Expanding your self-teaching Skills, Finding a (new) career, Lifelong Learning and Brain Fitness.

As a Math peak performance coach, I help students and their families to focus on the learning and the effort expended while quieting the quest for perfectionism.

As Jim Rohn says, "Make measurable progress in reasonable time".

Robin Schwartz, Math Confidence

Test Prep as an Opportunity for Core Knowledge

In today's New York Times (3/23/09), E.D. Hirsch the Cultural Literacy guru espouses the idea of infusing test prep with core knowledge (general background knowledge)...here is a link to the benefits: http://www.coreknowledge.org/CK/about/index.htm#Benefits

While Math isn't mentioned in this op-ed piece, quantitative ideas mixed with core knowledge -- graphs and charts, taxes and population, and current events show the applicability of Math. This perspective can help learners relate to Math in and out of the classroom.

When Are We Ever Gonna Use This Math? (for THINKING!)

What do you say to the question "When are we ever gonna use this Math?"

Are people really searching for the utility of Math (perhaps in hope of avoidance!) or it is a challenge question?

Perhaps the real intention is:
"If we're not gonna use it, then please don't make us learn it."

Most are not saying "Wow! This is so cool -- when will I get to use this?".

Please post your comments -- thanks!

PS In "The Magic of Thinking Big", David Schwartz (same name as my Grandpa) writes "Anything that improves thinking ability is education."

Metacognition -- Thinking About Thinking

In Geoff Colvin's book Talent is Overrated, he analyzes what makes world-class performers. On page 118, he stresses the importance of metacognition -- knowledge about your own knowledge, thinking about your own thinking....Top performers do this much more systematically than others do; it's an established part of their routine.

"Helpful", "Insightful", "Beneficial": Feedback from Workshop

Feedback from the debut of
"Exchanging Ideas and Strategies for Math B Success"
at the Ten County Math Educators conference
Orange County, NY(http://www.tencountymath.org/).

• "It was helpful to talk in a group about different approaches"
• "I gained insightful information about successful testing strategies"
• " I feel talking to other teachers about strategies was eye-opening and beneficial"

How does working with other teachers help you?

This workshop will be featured at the New York City Math Project conference at Lehman College on Saturday, May 2nd.

It's Not Just About the Math!

Math appears content-oriented making students wonder "When Are We Ever Going To Use This Math?". However, the study of Math instills many core values such as perseverance, self-discipline, and excellence, while providing challenge and the opportunity for ‘flow’ experiences. Math is a life-skill that generates critical thinking, broadens career choice, and enhances performance in the classroom and in the workplace. Viewing Math through this lens can positively address the attitudinal aspects of teaching and learning Math helping to develop a life-long appreciation and confidence in quantitative reasoning.

'Formal' Brain Fitness and/or Math

These links connect to brain fitness.
So do Algebra, SAT Prep and Decimals ;)
http://www.huffingtonpost.com/alvaro-fernandez/top-11-books-for-brain-he_b_157062.html

http://www.brainrules.net/the-rules
http://www.lumosity.com/info/company/about

Math B Workshop Sat 3/14 and also in May

Exchanging Ideas and Strategies for Math B Success will debut this weekend at the Ten County Math Educators' conference.

This forum will include a dialogue on multiple choice questions, metacognition and topics generated by the participants. Please analyze the January 2009 Math B Regents (http://www.jmap.org/) and bring your own teaching strategies and graphing calculator for a lively and engaging discussion.

Saturday March 14, 2009
Ten County Mathematics Educators Association, Middletown, NY
http://www.tencountymath.org/



Saturday May 2, 2009
New York City Math Project, Lehman College, Bronx, NY
http://www.nycmp.org/

Motivation and Mindset

Motivation is an important component to Math success -- an interesting book related to education and effort is Mindset by Carol Dweck. She divides the world into two basic categories -- Ability vs Effort.
A study of Stanford freshman Chem students (the average grade is a C+ and many of these students have never gotten less than an A) -- the students who were ability-oriented thought they were just not smart enough and dropped Chem.
In contrast, the students who were effort-oriented stayed the course and developed and implemented a plan so they could improve.
http://www.mindsetonline.com/

CLEP vs AP Exams

An unheralded College Board product are the CLEPs.
(College Level Examination Program)

Questions for colleges:
Do they accept AP credit?
Do students get the credits or does it just place them into a higher-level course? The CLEP is accepted as college credit at many institutions and has not been publicized -- it is an inexpensive way to earn college credits.
http://www.collegeboard.com/student/testing/clep/about.html

There are four Math CLEPs -- College Algebra, College Mathematics, Precalculus and Calculus. Each study guide is $10 and is downloadable directly from the College Board's web site.
http://store.collegeboard.com/catalog.do?category=298&categoryName=CLEP%AE&secondCategory=305&secondCatName=Science%20%26%20Mathematics

Test Prep as an Opportunity

Like Math Confidence, the NCTM (National Council of Teachers of Mathematics www.nctm.org) is viewing Test Prep as an Opportunity ;)

These were in the InBox today from NCTM:

Subject: Best Practices for Test Prep - Middle School Member Update
http://www.nctm.org/membership/msupdate.aspx?id=2147483702


Subject: Getting Students to Excel in Mandated Testing - High School Member Update
http://www.nctm.org/membership/hsupdate.aspx?id=2147483700


Subject: Take Pride in Preparing Students for Tests - Higher Ed Member Update
http://www.nctm.org/membership/heupdate.aspx?id=2147483701

Adding Test Prep to Teacher Training and Prof Dev

Because New York State tests are public information and are easily downloadable, there is a teaching and learning opportunity for students, parents, teachers and the public at large.


Using these old exams as an educational supplement, people can raise metacognition (thinking about thinking) and gain content exposure. This will ensure that students are familiar with the material and format of standardized exams.

Click here for NYS Elementary and Intermediate exams for all subjects
Grades 3 - 8 http://www.nysedregents.org/testing/eleminttests.html

Click here for high school content http://www.jmap.org/

Overall NYS web site: http://www.emsc.nysed.gov/osa/

Response to NYT Rewards for Students: Brain Fitness

While money (or other incentives) can work in some cases, there are inherent rewards in a “honest day’s work”. Effort (whether put forth in a classroom, an office or a kitchen) is a key ingredient for self-esteem, character building and success. Engaging the disengaged is a challenging task. Another tool may be to publicize the benefits of “brain fitness” thereby improving the PR of some subjects (such as Math).

Math Confidence's Perspective of Math as a "Life Skill":
Strengthens critical thinking and reasoning skills
Broadens career and educational choices
Instills values of discipline and excellence
Improves self-awareness, focus and attention
Builds confidence for academic, professional and personal success

A is for Achievement...E is for Effort

Below please read a terrific NYT letter by a Math professor regarding the issue of grading vs effort.

"Instead of dwelling on the few of my students who feel entitled to a high grade, I prefer to think of the many who accept their grades, or who question a grade to find out whether I made an error in grading (which does happen) — or even, to find out how to do better. "
Thomas Zaslavsky
Binghamton, N.Y., Feb. 23, 2009
The writer is a professor of mathematics at Binghamton University, SUNY.

SAT as a Predictor? Indicator? Brain Fitness?

In this article, the author (age >40) elaborates on her recent SAT and points out that the scores are just one part of the admissions process. However, it is important to note that some fields of study use the SAT as a measure of 'keeping up with the Joneses'. Engineering schools want high Math scores (to follow along with profs who write a dozen equations on the board); likewise, journalism schools want high verbal scores.

Because grades are subjective, the SAT is a broader indicator. Due to the absence of a national curriculum, we can think of the SAT as a unifier for a reasonable body of knowledge for high schoolers.

Studying for the SAT (or any test) can promote brain fitness at any age ;)

I Was Told There Would Be No Math

(headline from Slate magazine re: NYTimes new puzzle KenKen)

Is Sudoku's promise of "no Math" essential PR for promoting number puzzles? A not-so-positive relationship with Math can be left over from school days and can undeliberately be handed down from generation to generation.

KenKen creates another opportunity to engage people with numbers.

The many rewards of Math include critical thinking skills, broader career choices, discipline, focus and confidence for academic, professional and personal success (plus the "aha" of a solution)

http://fray.slate.com/discuss/forums/2097086/ShowForum.aspx?ArticleID=2211595

The SAT Question of the Day…price: free!!

The SAT Q of the D is short , sweet and wallet-friendly as well as fun for brain fitness at any age (I have learned a LOT of grammar!!). Sadly, only 1 out of every 3 is Math (the other 2 out of every 3 is Verbal…sigh).
You get immediate feedback upon clicking your answer along with a pie chart showing how respondents have scored and the question's difficulty level.

A workout at the gym increases physical fitness...
The SAT Q of the D improves mental fitness.

Forbes Magazine's Article on Remedial Math

Like sports coaching, academic coaching can help people improve their knowledge, skills and attitude to develop to their potential. Kumon’s back-to-basics philosophy is attractive to parents who would like their kids to be more knowledgeable and self-dependent. By learning the standard Math algorithms, students reduce their dependency on the calculator while improving their grades and gaining confidence.

This comment posted on forbes.com
http://rate.forbes.com/comments/CommentServlet?op=cpage&sourcename=story&StoryURI=forbes/2009/0302/095_remedial_math.html

Comment on www.nytimes.com re: Value of an Education

The value of an education goes beyond what is learned in school. The most important part of education is learning how to self-educate. As a Math educator, people often ask me “When am I ever going to use this Math?” which is posed as a challenge rather than a “Wow! This is cool! When will I get to use it?”
Below is a list of benefits of studying Math:
Strengthens critical thinking and reasoning skills
Broadens career and educational choices
Instills values of discipline and excellence
Improves self-awareness, focus and attention
Builds confidence for academic, professional and personal success

While not as interactive as a college class, reading the great literary and philosophical works (as well as studying Math and other technical content) is available to anyone with a spark of curiosity and a library card or the Internet.

Robin Schwartz
http://www.mathconfidence.com/
http://www.mathconfidence.blogspot.com/

Link to the original article
http://www.nytimes.com/2009/02/25/books/25human.html

Previewing a Real PSAT…$3 – can you go wrong?

Many students will benefit from seeing the format and content of the PSAT especially the grid-in questions on the Math section. They are $3 -- just got 10 of each for the 2008 administration (Wednesday and Saturday).

The two biggest surprises seem to be
1. “20 questions in only 25 minutes?”. High school courses may or may be preparatory in terms of content or time management.
2. The grid-in questions that are not multiple choice where the student writes the answer and bubbles it in on the test form.

Order of Difficulty
The Math questions are arranged in order of difficulty based on field testing. So #1 and 2 should be easy and by #17 they are challenging.

However, on the Math section with the grid-ins
(the first 8 questions are multiple choice and the last 10 are grid-in)
Questions 1-8 (multiple choice) swing through the Easy/Medium/Hard
and the first few grid-ins (they start at #9) start back at Easy
so do not spend too much time on questions 6 - 8.

Being familiar with PSAT format and timing will help students on Test Day (given only once a year in October) and oh, just make you smarter anyway ;)

Adding Character Building to the Dialogue on Grades and Effort

Huge Response to NYT Article re: Student Expectations

The New York Times published seven letters today relating to last week's article (which was the most emailed article for at least a day or two). Most of the letters were focused on the reward of effort with a grade.

The reward of effort is the character building and internal self-confidence that are boosted by hard work and perseverance. It would be terrific if the dialogue on this topic would include the non-grade related payoff. When I have posted about effort and learning are among the top benefits of technical content, grades have not been mentioned.

There is a great visual in the NYT OpEd next to these 7 letters that says:
90 - 100 A
80-90 A
70-80 A
60-70 B+
http://www.nytimes.com/2009/02/23/opinion/l23grades.html?_r=1&ref=opinion

Last week, I posted the distribution of grades in engineering courses...(see 2/18 blog below)...oops, I forgot to mention how much grades depended on the class average (usually far below 50). This hardens the learner as the 'easy' A is just never there and the payoff is looking longer horizon toward the degree, job possibilities, life lessons...rather than embarassment, a lot of camaderie was constructed by exchanging test score information (that were so LOW). You hoped for a C but sometimes, a D was for diploma -- you got your 3 credits toward your degree...Engineering schools do this on purpose to build mental toughness and it works although some drop out not because they are asked toleave but rather because they are used to getting As.

Thanks Syracuse University L.C. Smith College of Engineering!