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I agree.  I find I am also working more and more from both sides in class,
especially from the practical facts, examples and applications, and then
bridging the gap to the understanding.  But what saddens me is when students
come into my class (statistics) from remedial (not truly developmental) math
in which all they were exposed to was recipes--e.g. the "is over of" method
of computing a percentage, which they are unable to transfer to a problem
that isn't worded exactly the same way because they never understood the
idea of part of a whole.  I wish more classes succeeded in helping students
make those connections.

Annette Gourgey
----- Original Message -----
From: Ellen Knapp <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, October 13, 2000 7:07 AM
Subject: Re: Calling All Math People!


> In a message dated 10/12/2000 8:54:37 PM Eastern Daylight Time,
> [log in to unmask] writes:
>
> >  Just today another statistics instructor
> >  and I were talking about helping students remember procedures, and the
idea
> >  came up that if a student understands the logic or purpose, they don't
have
> >  to work nearly as hard to memorize because the procedure will make
sense to
> >  them.  That is what I like to emphasize at all levels of math.
> >
>
> Absolutely.  But I also like to emphasize to students that they each work
> from a different learning style that will include some combination of
> memorization and understanding.  Some students need to work throught the
> steps first, before they can even begin to understand the purpose, and
some
> students find it almost impossible to start a problem before they
understand
> the overall logic.  That's what is so wonderful about tutoring vs.
teaching.
> When I tutor, I can tell within a couple of minutes which approach to take
> with that student, but in class  I need to continually move back and forth
> between addressing the memorizable (is that a word?) steps, and the
overall
> concept. For some students it is the process of looking at the concept
from
> both sides that finally makes it click.
>
> Ellen Knapp