C-O-N-G-R-A-T-U-L-A-T-I-O-N-S on passing your orals and having your Master
Degree in hand!
As regarding note cards ... I favor it - ESPECIALLY in the "lower-level" math
courses! Almost instantaneously upon students being told that they will be
able to use a one page "cheat sheet" on exams (and quizzes, too) ... their
inner tension level is "magically" reduced at least 50%! When students know
BEFOREHAND that they will be able to have a one page cheat sheet on exams (and
quizzes, too?) ... they are much more relaxed during class ... and thus their
minds are much more receptive to leaning the mathematical concepts being
taught!
Although allowing students to have a one page "cheat sheet" during exams
and/or quizzes doesn't help all students to be successful on tests and quizzes
... such students are at least more relaxed and receptive to what is being
taught while they are in class. (Whether they spend the necessary time to do
the homework assignments ... is another story). There are also some students
who spend twice, even three times the amount of time TRYING TO DO the homework
problems ... who still don't do well on exams and quizzes even with a "cheat
sheet." (I know, I was such a student at the "beginning" of my re-entry into
math!). Those students who find math "a cinch" ... don't need a "cheat sheet"
on exams.
Being able to have a "cheat sheet" for exams - was for me - "a saving
grace." It helped me to be able to relax and learn in class. It allowed me
the "handicap" (as in golf) that I needed ... to be successful in a math class
for the first time in over 27 years! It greatly helped to increase my self-
esteem and my sense that "I can do this math!" (or at least some of it!)
... which only served to inspire me TO WANT TO LEARN MORE AND DO BETTER on the
next quiz or exam.
I personally feel that students in beginning and intermediate algebra -
especially - need to have the feeling of: "I can do this math!" How else are
they going to be inspired to continue onto higher math ... AND enjoy learning
math???
I'm not implying that standards to pass a particular math class should be
"watered down" (by allowing "cheat sheets"so more students will pass the
course). Rather, I'm a very strong advocate of doing "whatever works" ... to
increase students' receptivity to learning, their self-esteem, their sense of:
"I can do this math!" I'm also a very strong advocate of doing "whatever
works" ... to increase student's sense of enjoyment of math!
It's real hard to enjoy something ... if you feel you're not very good at it
at all! Such feelings only serve to justify not even trying to learn it at
all!
Dusty
****************************************************************************
* To post to the list: email mathedcc@archives.math.utk.edu *
* To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
* In the mail message, enter ONLY the words: unsubscribe mathedcc *
* Words in the Subject: line are NOT processed! *
* Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
****************************************************************************