The concept of worksheets as overviews is very useful! [At first, I
thought this was JUST another way to deal with content; but on re-reading
the sections quoted below, I see it is a way to minimize time spent in
class dealing with the "required" but less essential material.]
To ensure that students actually DO these worksheets, it would be good
to collect, record, and return them. To save time in class, I would
provide answers on reserve in the library or math lab.
In more advanced classes, I give out "selected problems" to be done in
groups outside of class and given "group points" to be added to the unit
test. These are more difficult problems that are appropriate for
take-home work. The lower the test score, the more these problems are
worth [to a maximum of five points]. It allows me to set reasonable
standards that all should reach, while giving _some_ additional credit for
additional learning.
On Thu, 28 Oct 1999, Martha Haehl wrote:
> One thing I have started doing differently which has made a substantial
> change in the way I teach the algebra sequence is to priortize the topics to
> determine which topics need more in-depth coverage and which ones can be
> treated as overviews.
^^^^^^^^^
{snip]
> I have created worksheets to give an overview of topics such as ...
^^^^^^^^^^ ^^ ^^^^ ^^ ^^^^^^^^
[snip]
> How do some of you make room in a traditional curriculum for more indepth
> explorations, whether they be applications or theoretical mathematics?
>
> Martha
>
> ----- Original Message -----
> From: Laura Bracken <bracken@LCSC.EDU>
> To: <mathedcc@archives.math.utk.edu>
> Sent: Thursday, October 28, 1999 6:01 PM
> Subject: RE: [MATHEDCC] Why Johnny can't do math
>
[snip]
> >
> > I'm still wondering about intermediate algebra. What skills/techniques
> > should we eliminate from this curriculum under the situation in which we
> > must work -- our students must succeed in the next math course or in the
> > other courses for which this is a prerequisite. Lets get away from the
> > theoretical for a bit and talk reality. Next semester, what should I do
> > differently?
> >
> > --Laura
> >
matthewg@sunyocc.edu
George E. Matthews, Onondaga Community College, Syracuse, NY13215
(315) 498-2381
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