Message-ID: <1043566974.5121.1568675005735.JavaMail.confluence@external-wiki.terc.edu> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_5120_907773684.1568675005734" ------=_Part_5120_907773684.1568675005734 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html Frequently Asked Questions

# Frequently Asked Questions

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Q: What is the goal of EMPower?

A: The goal of EMPower is to help adults and adolescent= s manage the mathematical demands they meet in the various aspects of their= lives:

• Everyday life: Weighing options and making decisions a= cross the spectrum from consumer choices to personal health
• Further education: Preparing for high school equivalen= cy tests and community college courses
• Workplace success: Thriving in jobs that demand proble= m solving, measurement, communication, and fluency with numbers
Q: My students don=E2=80=99t spend a lo= t of time in my classroom. Is this the best use of instructional time if th= eir goal is to =E2=80=9Cget in and get out=E2=80=9D as quickly as possible?= Shouldn=E2=80=99t I spend whatever time they have on a program designed to= prepare them for college placement or high school equivalency tests?

A: The National Center for Education and the Economy la= unched an intense study of the mathematics students need to be college and = career ready. They determined that middle school math is vital for success = in nine different programs offered at community colleges. They based their = assessment on texts and exams from programs including nursing, accounting, = and criminal justice. Though middle school math=E2=80=94fractions, decimals= , percents, ratio, and proportion=E2=80=94are taught, they are not learned = well. Teaching these concepts so that learners have a true foundation rathe= r than a shaky, passing familiarity with a number of topics and procedures = will enable students to meet their long-term goals.

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Q: Is there an ideal level for the=  EMPower series?

A: The EMPower Student Book pages in= clude situations and instructions that require some proficiency in written = English. Students who test at National Reporting System (NRS) low and high = intermediate levels or grades 4-7 grade level equivalency in mathematics ar= e the best candidates for EMPower. Such students may have som= e familiarity with basic operations and know some number facts but might be= unable to retain some basic operations and know some number facts but migh= t be unable to retain some procedures or perform them accurately or reliabl= y.

Students at a higher level can benefit from EMPower i= f they have trouble getting started on a problem on their own, or if they a= re anxious and shut down when they see equations that look complicated.&nbs= p;EMPower sets them up to be more independent, to test multip= le solution paths, and to feel more confident in being flexible with number= s.

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Q: I have classes that are widely = multi-level. Can this work?

A: In a classroom with a wide range of levels, focus on= students=E2=80=99 representations and reasoning. This gives everyone the c= hance to see that answers emerge in several ways. Slowing down deepens unde= rstanding and avoids facile responses. Having calculators available can eve= n the playing field. Choose lessons like Is That You, Mona Lisa? or Countri= es in Our Closets that have activities with a hands-on component.

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Q: Will I hear comments such as =E2=80= =9CCan=E2=80=99t we go back to the old way=E2=80=9D? How do I respond?

A: Change is unsettling, especially for students who ar= e accustomed to math classes where their job is to work silently on a works= heet solving problems by following a straightforward example. Be clear abou= t the reasons why you have chosen to de-emphasize some of the traditional w= ays of teaching in favor of this approach. Ultimately, you may need to agre= e to some changes to accommodate students=E2=80=99 input. Meanwhile, when t= here is an =E2=80=9CAha!=E2=80=9D moment, point it out. If administrators q= uestion your approach, remind them that students typically score lowest on = math compared to other subjects and that doing more of the same thing when = students have failed in the past doesn't make sense. New approaches are nee= ded to surface misunderstandings.

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Q: How do I deal with erratic attendanc= e patterns?

A: Uneven attendance can be disruptive. Students = who miss class may feel disoriented; however, the lessons spiral back to th= e most important concepts. When the curriculum circles back, students will = have a chance to revisit concepts and get a toehold.

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Q: What do I do if I run out of time, a= nd there is no way to finish a lesson?

A: Each activity is important, but reviewing it i= s equally important. It is better to cut the activity short so there is tim= e to talk with students about what they noticed. Maximize the time by selec= ting a student or group whose work you feel will add to the class's underst= anding to report their findings. Be conscious of when you are letting an ac= tivity go on too long because the energy is high. Fun is good, but be sure = important learning is happening. If you like to give time in class to revie= wing homework, and you want to hear from everyone in discussions, you will = run out of time. Schedule a catch-up session every three or four lessons.

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Q: My own math background is not strong= . Will I be able to teach this curriculum?

A: Yes! Most teachers tend to teach the way they = were taught. Adopting a different stance requires support, and the more typ= es of support, the better. This curriculum offers support in a few ways. Th= e teacher books for each unit list open-ended questions designed to keep th= e math on track. In the Lesson Commentary sections, Math Background helps t= eachers deepen their understanding of a concept. In addition, the Lesson in= Action sections provide examples of student work with comments that illumi= nate the underlying mathematics.

The best support often comes from a colleague. If no one at your s= ite is currently teaching EMPower, join the Adult Numeracy Network. Attend = your regional NCTM conference. Look for others who are integrating NCTM pri= nciples and standards through the use of a curriculum such as Investiga= tions through Number, Data and Space, Connected Mathematics, or Interactive= Mathematics Programs

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To view a PDF sampler of the EMPower series, click th=
e image to the right.
To obtain review copies of t=
he titles, or to purchase, please contact our distributor, McGraw-Hill=
.
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