Instructional strategies for teaching adult numeracy skills
Lynda Ginsburg1996
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Abstract
This report identifies 13 instructional strategies for teaching adult numeracy skills that address issues of assessment, development of mathematical skills, and development of problem-solving skills. The rationale and suggestions regarding the following 13 instructional principles are described: address and evaluate attitudes and beliefs about learning and using math; determine what students already know about a topic before starting instruction; develop understanding by providing opportunities to explore ideas with representations and hands-on activities; encourage development and practice of estimation skills; emphasize mental math as a legitimate alternative computational strategy and encourage development of mental math skills; view computation as a tool for problem solving; cicourage use of multiple solution strategies; develop students' calculator skills and foster familiarity with computer technology; provide opportunities for group work; link numeracy and literacy instruction; situate problem-solving tasks within meaningful, realistic contexts; develop students' skills in interpreting numerical or graphical information in documents and text; and assess a broad range of skills, reasoning processes, and dispositions, using a range of methods. A final section discusses implications, namely that their implementation will necessitate a reevaluation and redefinition of teachers' roles within the classroom and will require both collegial and institutional support. (Contains 33 references.) (YLB) Reproductions supplied by EDRS are the best that can be made from the original document.
Key takeaways
- The rationale and suggestions regarding the following 13 instructional principles are described: address and evaluate attitudes and beliefs about learning and using math; determine what students already know about a topic before starting instruction; develop understanding by providing opportunities to explore ideas with representations and hands-on activities; encourage development and practice of estimation skills; emphasize mental math as a legitimate alternative computational strategy and encourage development of mental math skills; view computation as a tool for problem solving; cicourage use of multiple solution strategies; develop students' calculator skills and foster familiarity with computer technology; provide opportunities for group work; link numeracy and literacy instruction; situate problem-solving tasks within meaningful, realistic contexts; develop students' skills in interpreting numerical or graphical information in documents and text; and assess a broad range of skills, reasoning processes, and dispositions, using a range of methods.
- Students will find the math they are learning more meaningful if they can link the ideas, procedures, and concepts to realistic situations, concrete representations, or visual displays; these can help students "see" and "feel" how and why computational algorithms work.
- In addition, students need to develop a sense of why a particular computational procedure is appropriate in a particular situation.
- Frequently ask students why they did what they did and what they could have done as an alternative.
- The instructional principles described above imply that numeracy classes may not often resemble the traditional math class in which the teacher makes a presentation while the students watch or write a sequence of computational steps, followed by a "practice" period during which students practice the specific skill just demonstrated until mastery.
