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I think what you did is excellent.  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.

Annette Gourgey
----- Original Message -----
From: Amy Crouse-Powers <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, October 12, 2000 12:32 PM
Subject: Calling All Math People!


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> Good Day Learning Assistance Professionals:
>
> My question is for those of you who are math-oriented.  I hope you can =
> help this poor language-oriented soul.
>
> I realized the other day that I have very little to offer my students in =
> the way of studying for math.  Quite honestly, for my classes, I point =
> them to what the book says, I tell them to practice, and hope for the =
> best.  Practicing is the key, I believe, since math is process oriented. =
> =20
>
> However, an upper-level student whom I tutor wanted more.  He is taking =
> senior-level business economics and can't remember the mathematical =
> processes he has to follow to solve problems.  I showed him SQRQCQ, =
> which he thought was common sense. He said that didn't prove to him that =
> he was doing it right.  We went through and thought about the logic and =
> reasoning behind the steps.   We went through and broke mathematical =
> processes down on a flow chart.  We made up mnemonics to remember the =
> order of steps he must follow.
>
> I think I've done a fairly good job of helping this kid, but my question =
> to you is what could I be doing differently?   What more could I have =
> done? Do any of you have good math study skills advice?
>
> Although I don't recall reading this particular thread before, I am sure =
> it's one that must come around frequently, so I beg your pardon and I =
> thank you for your time. =20
>
> Amy Crouse-Powers
> SUNY-Oneonta
> Learning Support Services
>  =20
>
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> <DIV><FONT face=3DArial size=3D2>Good Day Learning Assistance=20
> Professionals:</FONT></DIV>
> <DIV>&nbsp;</DIV>
> <DIV><FONT face=3DArial size=3D2>My question is for those of you who are =
>
> math-oriented.&nbsp; I hope you can help this poor language-oriented=20
> soul.</FONT></DIV>
> <DIV>&nbsp;</DIV>
> <DIV><FONT face=3DArial size=3D2>I realized the other day that I have =
> very little to=20
> offer my students in the way of studying for math.&nbsp; Quite honestly, =
> for my=20
> classes, I point them to what the book says, I tell them to practice, =
> and hope=20
> for the best.&nbsp; Practicing is the key, I believe, since math is =
> process=20
> oriented.&nbsp; </FONT></DIV>
> <DIV><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV>
> <DIV><FONT face=3DArial size=3D2>However, an upper-level student whom I =
> tutor wanted=20
> more.&nbsp; He is taking senior-level business economics and can't =
> remember the=20
> mathematical processes he has to follow to solve problems.&nbsp; I =
> showed him=20
> SQRQCQ, which he thought was common sense.&nbsp;He said that didn't =
> prove to him=20
> that he was doing it right.  We went through and thought about the logic =
> and=20
> reasoning behind the steps.&nbsp;&nbsp; We went through and broke =
> mathematical=20
> processes down on a flow chart.&nbsp; We made up mnemonics to remember =
> the order=20
> of steps he must follow.</FONT></DIV>
> <DIV>&nbsp;</DIV>
> <DIV><FONT face=3DArial size=3D2>I think I've done a fairly good job of =
> helping this=20
> kid, but my question to you is what could I be doing =
> differently?&nbsp;&nbsp;=20
> What more could I have done? Do any of you have good math study skills=20
> advice?</FONT></DIV>
> <DIV>&nbsp;</DIV>
> <DIV><FONT face=3DArial size=3D2>Although I don't recall reading this =
> particular=20
> thread before, I am sure it's one that must come around frequently, so I =
> beg=20
> your pardon and I thank you for your time.&nbsp; </FONT></DIV>
> <DIV>&nbsp;</DIV>
> <DIV><FONT face=3DArial size=3D2>Amy Crouse-Powers</FONT></DIV>
> <DIV><FONT face=3DArial size=3D2>SUNY-Oneonta</FONT></DIV>
> <DIV><FONT face=3DArial size=3D2>Learning Support Services</FONT></DIV>
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