Module 3 – Curriculum
Basic Literacy Skills
Math
Basic math skills as tested on the GED and taught in adult education classrooms are generally separated into four major categories: data, statistics, and probability; algebra, functions, and patterns; number sense and operations; and measurement and geometry. Crossing all four categories are the skills of problem solving and critical thinking. Although students do need to master basic operations, adult educators find that adult students can begin to learn mathematical concepts in all of these categories at every educational level. Adult literacy learners may be missing some key concepts that are creating a block for them in advancing in math. Careful analysis of a student's math assessment results can help the student see the areas in which he/she needs to concentrate.
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“Wanda got a lot of long division problems wrong on the worksheet. Some were done perfectly, and others were way off. Then I realized that all the problems she got wrong had zero in the answer – she was missing that part of the algorithm for long division.” |
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“I hate math – it just, you know, jumbles up in my head and is so confusing. But I gotta know how to read a ruler at work and add and subtract all them fractions of inches.” |
Take a moment to consider how you might access resources for instruction and support of adult literacy learners who need or wish to build basic math skills.
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On your worksheet, record your initial thoughts about curriculum for teaching basic math skills. |
Math anxiety is a common issue with adult literacy learners. Many describe “tuning out” in math classes at school and now find math very intimidating. Instructors may want to interview the learner to determine how they already use math concepts in everyday life and which math skills will be of the most immediate use. This will enable the learner to narrow the scope of needed skills initially and may assist in breaking through the anxiety barrier. Often, math has initially been presented to adult learners as abstract concepts. Look for materials that present math concepts in concrete terms, with lots of illustrations and step-by-step procedures. Students often need more practice with a math skill than provided by one text. Review several texts or Internet sites for similar sets of practice problems.
Listed below is a real-life adult education scenario. While you are reading, consider the learner's needs and concerns. What techniques did the instructor use to determine a curriculum for the learner?
Real-Life Scenario – Myron and the Bills:
Until recently, Myron’s wife handled all the household finances. She has become seriously ill with cancer and can no longer take care of these tasks. Myron is intimidated by the checkbook and all the bills. Based on his math assessment scores, he has few basic math skills. After talking with him, his instructor, Alisha, suggests they start with learning how to fill out a check and how to use a calculator. Alisha decides to look for materials on the basic skills needed to maintain a check register, balance a checkbook against a bank statement, and create a budget.
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On your worksheet, record your thoughts on Myron’s needs and concerns. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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I think teaching math is easy. Almost all computations can be tied to money – and everyone uses money! When they [learners] are working with a real concept instead of just abstract numbers, it makes more sense. I look for materials that use money to illustrate the skills being taught.
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Some students resist newer math books and curriculum. They are used to math being rows and rows of problems in a black and white textbook or worksheet. They need to know it is okay to use math to solve everyday activities and that math can be fun. Sometimes I have other students – who have moved on to other classes or even graduated - come back to class to talk about how they use math in their daily lives. This can help to relieve the anxiety of current students.
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I find that students need to be reassured that using tools and techniques to help them with their math is okay. Learning how to use a calculator or developing a chart for multiplication can help a student in his/her everyday life. As they become more comfortable with math, their basic math skills will improve and they will be able to do more without the tools.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Interviews and discussions are important tools for determining exactly what math skills or processes adult learners are using and how they are using them.
- Learners should be encouraged to talk through problem-solving processes, use manipulatives, and draw visual representations to make ideas clear.
- Instructors should look for materials that present math skills in concrete terms, related to daily life skills, and with clearly illustrated steps.
- There is a wide array of commercial curricula and materials for teaching math. Be sure you are familiar with what is available to you in your literacy program. See the links “For Further Study” to find additional Internet-based resources.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
