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 ;)