batting-averages.mp3

Would you let me know how you use Math in your life?  It’s nice to bring up different examples when responding to  ”Why do I have to know this?  I’m never going  to use it.”.

My situation is somewhat different from the majority of my classmates.  I only tutor part time and only for the MCAS Math test.  I think that I could use these resources that we’re learning about to create podcast videos of  lessons and problem solving sessions.  These could then be used by students who graduate without passing MCAS Math.

 It’s very difficult to get these kids to continue trying to pass.  I think the flexibility of being able to listen to a lesson, try a problem and then hear an explanation  at any time would be a great help.  With retest takers I usually go over each problem on the last test.  I check the itemized analysis of their individual tests and look for places where they can see that points could be gained.  Part of my job is just to be a cheerleader for them, encouraging them to continue and to realize that they can do it.  I think it helps when they see that some of the problems that they missed really are doable.  A lot of students are intimidated by the complicated look of some of the open response questions.  This sort of thing could be addressed in the video.  This would also work for students needing to take the MCAS retest who are still in enrolled in school, but who are out with extended illnesses.

Maybe someday we’ll get to the point where students who are absent for extended periods will be able to connect in real time with their classes like the Hanover boy that was having chemotherapy that you told us about.  I don’t think that these things should ever take the place of in class instruction.  It’s too isolating.  But, in certain situations, it would be great.

Students could then email me with questions about things that they still didn’t understand.  Perhaps I could even set aside some time when I would be available to answer questions live via video.

Found this cartoon on Google Images.  Thought that it would appeal to all of us who like the idea that certain things in Math are constant and universal.

Having recently seen what the Boston Public Schools offers for Math in grammar school, I know that they’re not doing these kids any favors.  In their rush to encourage creativity and group work, they have lost sight of the fact that students need to first learn the Math facts before they can apply them in a creative way.  One would think from the rhetoric of educators that there had not been a thing invented or a process improved in the last fifty years.  How could there have been?  The baby boomer generation was fed cold hard facts, had to do their projects alone and horror of horrors, expected to memorize!  I actually watched a video at my child’s school on T.E.R.C Mathematics where the speaker said that we shouldn’t subject our children to going up to the board!  I tutor some students that just love board work.  Guess that that is just too passe for some of these people. 

From what I have seen of the “new Math” programs, too many are disjointed and do not give enough practice in any one concept to allow for speedy and confident work.  Math is one of those subjects where practice is essential.  When you introduce a topic you can’t have the problem sets immediately jump all over the board.  Drill to mastery is a must.