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Using Internet-Based Resources in Math Instruction

Using Internet-Based Resources in Math Instruction NUMERACY Using Internet-Based Resources in Math Instruction By Susan K. Cowles urrent mathematical refonn initia­ mathematics instruction has been the integration of tives encourage the use of content­ material from a variety ofWeb sites into classroom based instruction, connecting activities. learning to the adult leamer's world I would like to share a few examples ofhow Internet­ ofwork, family and community. Instructors are further based materials are being used to teach number sense, encouraged tobecome facilitators oflearning, not data analysis, graphing and measurement as well as to providers ofknowledge. The Adult Numeracy Network provide practice in computation and estimation. These has identified "A Framework for Adult Numeracy Stu­ activities also connect the teaching of math to topics of dents," which consists ofthemes essential to adult math­ science, geography, writing and current events. The set­ ematicalliteracy. These include problem-solving, ting for these examples is a class of approximately 20 decision-making, reasoning, communication and rele­ adult learners ina welfare refonn program at Linn-Ben­ vance. However, the task of implementing these themes ton Community College. My colleague, Sonya Richard­ in curriculum and teaching strategies sometimes can Susan K. Cowles teaches son, and I are very fortunate to have six computers with seem overwhelming. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Using Internet-Based Resources in Math Instruction

Cowles, Susan K.
Adult Learning , Volume 9 (2): 5 – Jan 1, 1998
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Publisher
SAGE
Copyright
© 1998 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959800900212
Publisher site
See Article on Publisher Site

Abstract

NUMERACY Using Internet-Based Resources in Math Instruction By Susan K. Cowles urrent mathematical refonn initia­ mathematics instruction has been the integration of tives encourage the use of content­ material from a variety ofWeb sites into classroom based instruction, connecting activities. learning to the adult leamer's world I would like to share a few examples ofhow Internet­ ofwork, family and community. Instructors are further based materials are being used to teach number sense, encouraged tobecome facilitators oflearning, not data analysis, graphing and measurement as well as to providers ofknowledge. The Adult Numeracy Network provide practice in computation and estimation. These has identified "A Framework for Adult Numeracy Stu­ activities also connect the teaching of math to topics of dents," which consists ofthemes essential to adult math­ science, geography, writing and current events. The set­ ematicalliteracy. These include problem-solving, ting for these examples is a class of approximately 20 decision-making, reasoning, communication and rele­ adult learners ina welfare refonn program at Linn-Ben­ vance. However, the task of implementing these themes ton Community College. My colleague, Sonya Richard­ in curriculum and teaching strategies sometimes can Susan K. Cowles teaches son, and I are very fortunate to have six computers with seem overwhelming.

Journal

Adult Learning – SAGE

Published: Jan 1, 1998

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