Just a clarification about the difference between EMPower and TIAN - they 
are not the same.

EMPower is a set of curriculum materials originally written  for adults in 
ABE and ASE, but also used in developmental math courses in community 
college and alternative high schools. The curriculum was developed by a 
team of adult math educators at TERC and is now available at Key 
Curriculum Press where there are sample downloadable lessons. You can get 
complete information at http://www.keypress.com/x5153.xml.

TIAN (Teachers Investigating Adult Numeracy) is a professional development 
initiative currently developing a model for standards-based mathematics 
professional development for adult basic education teachers. The model was 
piloted, and field tested during 2005-2007 in six states (MA, OH, RI, AZ, 
KS, and LA). Some of the EMPower units were used as a resource for the 
TIAN project. TIAN is a collaboration of the Center for Literacy Studies 
at the University of Tennessee and TERC. The TIAN Project is continuing to 
support those states' teachers during 2007-2008. To learn more about the 
TIAN project go to: http://adultnumeracy.terc.edu/TIAN_home.html

Mary Jane Schmitt



<marty.lopinto at fuse.net> 
Sent by: specialtopics-bounces at nifl.gov
09/18/07 05:16 PM
Please respond to
specialtopics at nifl.gov


To
specialtopics at nifl.gov
cc

Subject
[SpecialTopics 681] Re: SpecialTopics Digest, Vol 14, Issue 30 Adult 
Numeracy






You can also find them at 
www.keypress.com
Marty Lopinto


--
Marty Lopinto

---- marty.lopinto at fuse.net wrote: 

> 

> I use the Empower Books also!  Great hands on exploratory lessons.

> Go to www.peppercornbooks.com

> Good Luck

> They are worth spending the money on & they are reproducible!!!

> Marty Lopinto

> Great Oaks ABLE

> Cincinnati, Ohio

> 

> --

> Marty Lopinto

> 

> ---- kdowdy at austincc.edu wrote: 

> > Hi Mari,

> > 

> > I would love to know more about the TIAN materials.  Are they books, 

> > manipulatives, or a combination there of?  Also how might you go about 



> > ordering these materials?

> > 

> > Thanks so much,

> > Kathy Dowdy

> > Austin Community College-Adult Education

> > 

> > Mari John <mjohn at kats.tec.ks.us> said:

> > 

> > > I started teaching from the TIAN materials (fractions, decimals and 

> > percents book) and they're wonderful.  One of my students said the 

visual 

> > number line and the "half of a half" concept for understanding 

one-fourth of 

> > a number has given her a new understanding of fractions.  She's very 

bright 

> > in reading and writing but has always struggled with math.  Others 

have 

> > also "religiously" used that number line to understand the concept of 

> > breaking down a whole number into fractions.  I taught from the data 

and 

> > graph and algebra book last year.   I heard similar comments:  "They 

never 

> > taught us this way when I was in school"!!

> > > 

> > > Mari John

> > > Kansas

> > > 

> > > -----Original Message-----

> > > From: specialtopics-bounces at nifl.gov [mailto:specialtopics-

> > bounces at nifl.gov] On Behalf Of specialtopics-request at nifl.gov

> > > Sent: Tuesday, September 18, 2007 11:00 AM

> > > To: specialtopics at nifl.gov

> > > Subject: SpecialTopics Digest, Vol 14, Issue 30

> > > 

> > > Send SpecialTopics mailing list submissions to

> > >         specialtopics at nifl.gov

> > > 

> > > To subscribe or unsubscribe via the World Wide Web, visit

> > >         http://www.nifl.gov/mailman/listinfo/specialtopics

> > > or, via email, send a message with subject or body 'help' to

> > >         specialtopics-request at nifl.gov

> > > 

> > > You can reach the person managing the list at

> > >         specialtopics-owner at nifl.gov

> > > 

> > > When replying, please edit your Subject line so it is more specific

> > > than "Re: Contents of SpecialTopics digest..."

> > > 

> > > 

> > > Today's Topics:

> > > 

> > >    1. [SpecialTopics 664] Re: Components of Numeracy/Manipulatives

> > >       (Lynda Ginsburg)

> > >    2. [SpecialTopics 665]  Components of Numeracy (David J. Rosen)

> > >    3. [SpecialTopics 666] Re: Numeracy-Children vs. Adult

> > >       (Lynda Ginsburg)

> > >    4. [SpecialTopics 667] Re: International Discussion Ends     and

> > >       Numeracy  Discussion Begins (Mary Jane Schmitt)

> > > 

> > > 

> > > 

----------------------------------------------------------------------

> > > 

> > > Message: 1

> > > Date: Mon, 17 Sep 2007 20:33:26 -0400 (EDT)

> > > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>

> > > Subject: [SpecialTopics 664] Re: Components of 

Numeracy/Manipulatives

> > > To: specialtopics at nifl.gov

> > > Message-ID:

> > > <1155.68.84.41.133.1190075606.squirrel at webmail.rci.rutgers.edu>

> > > Content-Type: text/plain;charset=iso-8859-1

> > > 

> > > Hi all,

> > > 

> > > I have used measuring tools, particularly rulers and tape measures, 

as

> > > "concrete manipulatives" to help learners "see" fractions and 

decimals

> > > (cm. rulers or tapes). The topic is ostensibly measurement, which

> > > virtually every adult has found useful and worthwhile, and the need 

for

> > > fractions or decimals is quite apparent. Equivalent fractions make 

sense

> > > on a ruler, as do adding and subtracting fractions.

> > > 

> > > It has also been fun to have groups of learners design their ideal 

house

> > > or apartment, draw it on graph paper to scale, and then make scale 

models

> > > with cardboard. Lots of proportional reasoning, measurement, etc. 

People

> > > have even built small cardboard furniture and brought in toy cars 

for the

> > > driveway or street. Problem-based learning, collaboration, need to

> > > communicate mathematically, and lots of math issues arise.

> > > 

> > > 

> > > Lynda

> > > 

> > > Mary Wooten wrote:

> > > > Manipulatives--

> > > >

> > > > I'm so glad someone is interested in manipulatives.  We actively 

use

> > > > manipulatives in all our ABE/GED math classes to illustrate 

concrete and

> > > > abstract concepts, concretely for students.  It is a way of 

illustrating

> > > > a concept.  We have a wonderful response from students, in 

general.

> > > >

> > > > We use them both with small groups and individually.

> > > >

> > > > The key to acceptance with adults is modeling use of them and 

having

> > > > them out and available in the classroom as a rule of thumb, not an

> > > > exception.  We like the rolling plastic drawers to store them in 

so we

> > > > can pull them around the room.

> > > >

> > > > We have obtained most of our manipulatives through the Summit 

Learning

> > > > Company.  We have quite a few but ones we use most often are:

> > > > Multiplication Wraps- great for abstracting times tables, Clock to 

show

> > > > elapsed time,  large cardboard Thermometer - for positive and 

negative

> > > > numbers; fraction tiles, dice, Pizza game- great for fractions 

with a

> > > > group, decimal/fraction/ percent dominoes.

> > > >

> > > > Teachers do need to be trained on these and encouraged to use 

them.

> > > >

> > > >

> > > >

> > > >

> > > >

> > > >

> > > >

> > > > Mary S. Wooten  M.Ed.

> > > >

> > > > GED Coordinator

> > > >

> > > > Adult Basic Education

> > > >

> > > > Santa Fe Community College

> > > >

> > > > Santa Fe, NM 87508

> > > >

> > > > Phone  (505) 428-1329

> > > >

> > > >

> > > >

> > > > -----Original Message-----

> > > > From: specialtopics-bounces at nifl.gov

> > > > [mailto:specialtopics-bounces at nifl.gov] On Behalf Of Kathie Daviau

> > > > Sent: Sunday, September 16, 2007 4:49 PM

> > > > To: specialtopics at nifl.gov

> > > > Subject: [SpecialTopics 652] Re: Components of Numeracy

> > > >

> > > >

> > > >

> > > > I am interested in the use of manipulatives in the adult ed math

> > > > classroom.  How are manipulatives used?  How do you introduce

> > > > manipulatives to adults?  Do you use manipulatives in an 

individualized

> > > > setting?  What are your favorite manipulatives?

> > > > Thanks,

> > > > Kathie

> > > > Billings, Montana

> > > >

> > > >

> > > > -----Original Message-----

> > > > From: specialtopics-bounces at nifl.gov on behalf of David J. Rosen

> > > > Sent: Sun 9/16/2007 5:44 AM

> > > > To: specialtopics at nifl.gov

> > > > Subject: [SpecialTopics 649]  Components of Numeracy

> > > >

> > > > Colleagues,

> > > >

> > > > Some of you have emailed me that you have been eagerly awaiting 

the

> > > > discussion on the components of numeracy study.

> > > >

> > > > To get full benefit from the discussion this week you will need to

> > > > prepare.  It won't take long.  You'll find links to the readings 

at:

> > > >

> > > > 

http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

> > > >

> > > > or the short Web address:

> > > >

> > > > http://tinyurl.com/yvo6hf

> > > >

> > > >

> > > > So far I have not received any questions from subscribers.  Please

> > > > read the preparation documents and then e-malil your questions to 

me

> > > > or to the list today.

> > > >

> > > > Thanks,

> > > >

> > > > David J. Rosen

> > > > Special Topics Discussion Moderator

> > > > djrosen at comcast.net

> > > >

> > > >

> > > >

> > > >

> > > >

> > > > -------------------------------

> > > > National Institute for Literacy

> > > > Special Topics mailing list

> > > > SpecialTopics at nifl.gov

> > > > To unsubscribe or change your subscription settings, please go to

> > > > http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > > > Email delivered to ginsburg at rci.rutgers.edu

> > > 

> > > 

> > > --

> > > Lynda Ginsburg

> > > Senior Research Associate, MetroMath

> > > Rutgers University

> > > tel: 732-445-1409

> > > 

> > > 

> > > ------------------------------

> > > 

> > > Message: 2

> > > Date: Mon, 17 Sep 2007 22:12:42 -0400

> > > From: "David J. Rosen" <djrosen at comcast.net>

> > > Subject: [SpecialTopics 665]  Components of Numeracy

> > > To: specialtopics at nifl.gov

> > > Message-ID: <9EF504A9-BB0A-4873-A4D9-74B1EBE8D3FB at comcast.net>

> > > Content-Type: text/plain; charset=WINDOWS-1252; delsp=yes;

> > >         format=flowed

> > > 

> > > Colleagues,

> > > 

> > > I do hope our guest authors might address the three questions I 

posed

> > > yesterday, and here are  three more:

> > > 

> > > 4. One difference, that you point out in the study on page 15,

> > > between how children and adults learn numeracy is ?The inclusion of

> > > societal contexts in adult-focused frameworks stands in marked

> > > contrast to the exclusion of such contexts in school-based

> > > frameworks.?  Are there other differences?

> > > 

> > > 5. I have been looking at some numeracy teaching/teacher training

> > > videos, for example:

> > > 

> > > http://mlots.org (?Ratio and Proportion?)

> > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)

> > > 

> > > Most of the videos I have found are focused on children; very few 

are

> > > focused on adults; but the approaches are similar: getting teachers

> > > comfortable in the language and use of numeracy thinking, organizing

> > > classrooms so students are actively engaged in discovery of numeracy

> > > concepts, and helping learners make those concepts and related 

skills

> > > their own. What do you see as the similarities between how children

> > > and adults ideally should learn numeracy?

> > > 

> > > 6. On pages 16-17 of the study you describe a continuum of

> > > contextualization and give examples of two very different word

> > > problem learning activities, the opposite ends of the spectrum. The

> > > first is a decontextualized opportunity to practice some recently-

> > > taught skills ? an activity that is ?realistic?, not ?real?. The

> > > second grows from a real-life context where students do not have

> > > clues, other that the context of the problem itself, for what

> > > numeracy is needed. I wonder if you have other examples along the

> > > continuum that you could share.

> > > 

> > > David J. Rosen

> > > Special Topics Discussion Moderator

> > > djrosen at comcast.net

> > > 

> > > 

> > > 

> > > 

> > > ------------------------------

> > > 

> > > Message: 3

> > > Date: Tue, 18 Sep 2007 00:19:38 -0400 (EDT)

> > > From: "Lynda Ginsburg" <ginsburg at rci.rutgers.edu>

> > > Subject: [SpecialTopics 666] Re: Numeracy-Children vs. Adult

> > > To: specialtopics at nifl.gov

> > > Message-ID:

> > > <1381.68.84.41.133.1190089178.squirrel at webmail.rci.rutgers.edu>

> > > Content-Type: text/plain;charset=iso-8859-1

> > > 

> > > Hi David et al,

> > > 

> > > I wanted to comment on some of the issues you raised about the 

differences

> > > between children's and adults' experiences learning math/numeracy. 

To me,

> > > one of the primary differences is the whole idea of learning math 

vs.

> > > learning numeracy.

> > > 

> > > In school, children are generally learning math so that they can go 

on to

> > > and be successful in higher levels of math. Children are full time

> > > students; that's pretty much what they do. While there is an 

assumption

> > > that the math children learn will be available for other, everyday

> > > purposes, meeting those purposes (usually expected to be in the 

future) is

> > > not generally the goal of school.  Thus, our statement about the 

exclusion

> > > of societal contexts in school math. I know that's a gross 

generalization,

> > > but I think it's often true. Just think about "word problems" that 

have

> > > sometimes been promoted as "real world applications." Word problems 

are

> > > virtually always contrived, pretty formulaic, and function as

> > > computational examples with words, and usually aren't very

> > > realistic/meaningful to the learner (When was the last time a 

teenager

> > > really needed to figure out when the two trains would meet? For that

> > > matter, when was the last time you needed to figure that out?). Most 

of us

> > > noticed pretty quickly that the word problems following the pages on

> > > multiplying fractions could all be solved by multiplying the 

fractions

> > > between the words.

> > > 

> > > On the other hand, we have been thinking of "numeracy" as being 

integrally

> > > connected with real world activity, continuously crossing the

> > > school/everyday life chasm. Adult learners have one foot in the 

classroom

> > > and the other in the outside world. They bring that world into the

> > > classroom with their experiences, and they should be able to bring 

their

> > > classroom-based learning out to their real lives. Tasks and problems 

in

> > > real life are messy, call for judgements, estimations, and 

assumptions.

> > > Math becomes a tool, not an end in itself.

> > > 

> > > Without getting into the whole "math wars" thing, the K-12 math 

reform

> > > movement has tried to shift the emphasis of school math learning 

from a

> > > focus on acquiring and mastering decontextualized computation skills 

to a

> > > focus on developing conceptual understanding. To me, this is a shift

> > > towards my vision of numeracy.

> > > 

> > > Getting back to your question about the teacher training videos that 

show

> > > children exploring, talking about math concepts, struggling with 

making

> > > meaning of the math -- I agree these are similar to what I would 

like to

> > > see in adult ed classes. The few existing videos of adult ed math

> > > instruction are also in this vein (from the TIAN/EMPower projects, 

from

> > > NCAL's PDK, others?) Generally all these videos are from reform 

classes,

> > > often from National Science Foundation curriculum projects. I think 

these

> > > video tapes have been created from the need for teachers (K-12 & 

adult ed)

> > > to be able to see what a different kind of instruction might look 

like,

> > > especially since most teachers didn't experience this kind of 

schooling

> > > themselves. [I know that this was the rationale behind "Captured 

Wisdom"

> > > which focused on using technology in the classroom].

> > > 

> > > That said, I am sure there are also some videos out there promoting 

rote

> > > learning of math facts, but we all already know what that looks 

like.

> > > 

> > > Sorry to be rambling,

> > > Lynda

> > > 

> > > 

> > > David J. Rosen wrote:

> > > > Colleagues,

> > > >

> > > > I do hope our guest authors might address the three questions I 

posed

> > > > yesterday, and here are  three more:

> > > >

> > > > 4. One difference, that you point out in the study on page 15,

> > > > between how children and adults learn numeracy is ?The inclusion 

of

> > > > societal contexts in adult-focused frameworks stands in marked

> > > > contrast to the exclusion of such contexts in school-based

> > > > frameworks.?  Are there other differences?

> > > >

> > > > 5. I have been looking at some numeracy teaching/teacher training

> > > > videos, for example:

> > > >

> > > > http://mlots.org (?Ratio and Proportion?)

> > > > http://www.teachersnetwork.org/media/index.cfm (?Real Math?)

> > > >

> > > > Most of the videos I have found are focused on children; very few 

are

> > > > focused on adults; but the approaches are similar: getting 

teachers

> > > > comfortable in the language and use of numeracy thinking, 

organizing

> > > > classrooms so students are actively engaged in discovery of 

numeracy

> > > > concepts, and helping learners make those concepts and related 

skills

> > > > their own. What do you see as the similarities between how 

children

> > > > and adults ideally should learn numeracy?

> > > >

> > > > 6. On pages 16-17 of the study you describe a continuum of

> > > > contextualization and give examples of two very different word

> > > > problem learning activities, the opposite ends of the spectrum. 

The

> > > > first is a decontextualized opportunity to practice some recently-

> > > > taught skills ? an activity that is ?realistic?, not ?real?. The

> > > > second grows from a real-life context where students do not have

> > > > clues, other that the context of the problem itself, for what

> > > > numeracy is needed. I wonder if you have other examples along the

> > > > continuum that you could share.

> > > >

> > > > David J. Rosen

> > > > Special Topics Discussion Moderator

> > > > djrosen at comcast.net

> > > >

> > > >

> > > > -------------------------------

> > > > National Institute for Literacy

> > > > Special Topics mailing list

> > > > SpecialTopics at nifl.gov

> > > > To unsubscribe or change your subscription settings, please go to

> > > > http://www.nifl.gov/mailman/listinfo/SpecialTopics

> > > > Email delivered to ginsburg at rci.rutgers.edu

> > > >

> > > 

> > > 

> > > --

> > > Lynda Ginsburg

> > > Senior Research Associate, MetroMath

> > > Rutgers University

> > > tel: 732-445-1409

> > > 

> > > 

> > > ------------------------------

> > > 

> > > Message: 4

> > > Date: Tue, 18 Sep 2007 08:38:23 -0400

> > > From: Mary Jane Schmitt <mary_jane_schmitt at terc.edu>

> > > Subject: [SpecialTopics 667] Re: International Discussion Ends  and

> > >         Numeracy        Discussion Begins

> > > To: specialtopics at nifl.gov

> > > Message-ID:

> > >         <OFABA13AAA.8B1914E3-ON8525735A.003D7D31-

> > 8525735A.00456EAD at terc.edu>

> > > Content-Type: text/plain; charset="utf-8"

> > > 

> > > Hi Louise

> > > 

> > > Yes, current versions of spell-check reject the word numeracy, even 

though

> > > its usage is becoming more common. When we used it in our papers, we

> > > generally meant adult numeracy. Early childhood numeracy* is 

different

> > > because numeracy does depend upon context - and age can be thought 

of as a

> > > contextual  and a cognitive factor. The math appropriate for a 

3-year old

> > > to learn, understand, and be able to do is different for an adult. 

On the

> > > other hand, all age groups are included when being numerate is 

defined as

> > > having `the ability and inclination to use mathematics effectively 

in our

> > > lives--at home, at work, and in the community' (New Zealand Ministry 

of

> > > Education, 2001).

> > > 

> > > As far as far as the relationship among mathematics, literacy, and

> > > numeracy, some  use a Venn diagram to illustrate numeracy as the

> > > intersection of mathematics and literacy - that might be a better 

analogy

> > > than a bridge between math and literacy. In fact, we see the term

> > > "mathematical literacy" to be synonymous with numeracy.

> > > 

> > > * An aside, as we meant to focus on adult numeracy during this 

discussion:

> > >  There is a rich body of research on early numeracy development, 

even in

> > > infants. I am fascinated by studies that have shown 6-month olds to 

be

> > > aware of subtraction errors (as evidenced by extended gaze), or the 

idea

> > > that babies can subitize, (recognize small quantities without 

counting) .

> > > Australia and New Zealand have early numeracy educational 

initiatives that

> > > are very interesting. I think Dave Tout and I stand corrected on the 

K-12

> > > designation for "school math before reaching adulthood."  Even 

though many

> > > of the documents we referred to focused on K-12, we could have 

included

> > > pre-K.

> > > 

> > > Take care,

> > > Mary Jane

> > > 

> > > 

> > > Mary Jane Schmitt

> > > TERC

> > > 2067 Massachusetts Avenue

> > > Cambridge, MA  02140

> > > mary_jane_schmitt at terc.edu

> > > www.adultnumeracy at terc.edu

> > > 

> > > 

> > > 

> > > 

> > > Louise Wiener <lwiener at llfinc.org>

> > > Sent by: specialtopics-bounces at nifl.gov

> > > 09/17/07 10:02 PM

> > > Please respond to

> > > specialtopics at nifl.gov

> > > 

> > > 

> > > To

> > > <specialtopics at nifl.gov>

> > > cc

> > > 

> > > Subject

> > > [SpecialTopics 663] Re: International Discussion Ends and Numeracy

> > > Discussion Begins

> > > 

> > > 

> > > 

> > > 

> > > 

> > > 

> > > Dear David,

> > > 

> > > I found the Tout and Schmitt chapter particularly invigorating and

> > > challenging and hope Dr. Schmitt might comment on two thoughts for

> > > starters.

> > > 

> > > I was surprised at the frequent reference to K-12 with almost no 

reference

> > > to pre-K.  I first became familiar with the term numeracy in the 

context

> > > of Head Start standards. Is there research on numeracy in the early

> > > childhood field ? or has the name alone been adopted?

> > > 

> > > I was struck, too, by the reference to numeracy as the bridge 

between

> > > mathematics and the real world. I see it  equally as the bridge 

between

> > > mathematics and literacy because  it captures (builds on?) the 

language

> > > and concepts of math as contrasted with the pure computation of 

math.

> > > 

> > > You will note that at least my spell-check rejects ?numeracy? as a 

valid

> > > word.  Perhaps we should start by lobbying there!

> > > 

> > > Thank you, Louise

> > > --

> > > Louise W. Wiener, Chairman of the Board

> > >     Learning and Leadership in Families

> > >     2701 12th Street NE

> > >     Washington, DC 20018

> > > 

> > >     Mobile Phone: 301-213-6516

> > >     Office Phone: 202-243-7783

> > >     Website: www.LLFinc.org

> > >     Email: lwiener at LLFinc.org

> > > 

> > >     United Way / CFC # 8981

> > > 

> > > 

> > >   On 9/15/07 8:10 AM, "David J. Rosen" <djrosen at comcast.net> wrote:

> > > 

> > > Special Topics Colleagues,

> > > 

> > > I want to thank our guests for the topic:  What International 

Literacy

> > > Programs Offer Programs in the U.S. : Brenda Bell, Pamela Civins, 

Dr. John

> > > Comings, Barbara Garner, Dr. Erik Jacobson, Juliet Merrifield, and 

Dr.

> > > Ujwala Samant. I know we have only scratched the surfaces of several

> > > issues here in this one short week, but the discussion has been

> > > tantalizing.  I also want to thank Oxfam for making the book 

Developing

> > > Adult Literacy: Approaches to planning, implementing and delivering

> > > literacy initiatives by Juliet Merrifield Juliet McCaffrey, and 

Juliet

> > > Millican available by download free for this discussion. It will be

> > > available in hard copy on September 30, 2007.

> > > 

> > > This marks the end of the international literacy discussion, for now 

at

> > > least.

> > > 

> > > On Monday we will begin a new discussion on The Components of 

Numeracy

> > >  with Mary Jane Schmitt, Myrna Manly and Dr. Lynda Ginsburg, an 

occasional

> > > paper published by the National Center for the Study of Adult 

Learning

> > > and Literacy.

> > > 

> > > For more information, and a short list of readings to prepare for 

the

> > > discussion please go to:

> > > 

> > > http://www.nifl.gov/lincs/discussions/specialtopics/07numeracy.html

> > > 

> > > or the short Web address:

> > > 

> > > http://tinyurl.com/yvo6hf

> > > 

> > > Please e-mail your questions for our numeracy guest experts

> > > to specialtopics at nifl.gov

> > > 

> > > Your colleagues who may wish to join this discussion can subscribe

> > > by going to:

> > > 

> > > http://www.nifl.gov/mailman/listinfo/specialtopics

> > > 

> > > After they complete a simple registration form (30 seconds) they

> > > will receive an email asking them to confirm that they wish to

> > > subscribe. They should Immediately reply to the email to complete 

their

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