Students Repeating Math Courses: Way to Help Them Pass

1. Students Repeating Math Courses: Way to Help Them Pass NADE – 2009 Dr. Paul Nolting Manatee Community College (941) 752-5239 pnolting@aol.com

2. Agenda • Research on Success in Mathematics • Enhanced Prealgebra, Basic Algebra and Intermediate Algebra Pass Rates • Instructional Strategies • Math Study Skills • Lessons Learned

3. Variables Contributing to Student Academic Achievement(Bloom, 1976) Math history Placement Grades Aptitude Learning speed Learning disabled Cognitive Entry Level Skill and IQ 50% Self-concept Locus of Control Attitudes Anxiety Study Habits 25% Quality of Instruction 25% Learning styles 24/7 Web access Tutor training Paired courses Math study skills Self-regulated learning Life skills course

4. Institution-Wide Responsibility Input Output Productive Learning Experiences Classroom teaching promotes active & deep learning that nurtures self-regulated learners Student learners who know how to learn in and outside of the classroom Academic support for both of the above Institution-wide policies & mandated programs for developmental students Campus-wide collaboration and common philosophy Overwhelmed; Learned –helplessness; No strategies In control; Self-efficacy; A system of strategies for math, English, & reading Building Self-Regulated Students

5. Reasons to Develop Enhance Courses • Student who repeat courses and have disabilities have low pass rate • Disabled Students needed different instruction • Students with low CPT scores in Arithmetic need more basic instruction • Students who repeat need multimodality instruction which could require learning styles assessment • Students who repeat and who are disabled have poor math study skills and test anxiety • Unsuccessful math students may have developed a learning helplessness mode • Unsuccessful math students support each other

6. Course Description • Create more time on task. • Enhanced Prealgebra and Basic Algebra (5 credits) Meet 5 hours, including lab with instructor • Intermediate Algebra (3 credits) Meet 5 hours with instructor

7. Enhanced Prealgebra, Basic Algebra and Intermediate Algebra for RepeatingStudents and Students with Disabilities • Includes students on first attempt who scored • below 30 on Arithmetic Accuplacer

8. Needed Student Information • Use survey(s) to gather information. • Math background of students • Reasons for taking the class • Obstacles for not passing the class • Future plans • Learning Styles Inventory, Test Attitude Inventory, Math Study Skills Evaluation • Form groups.

9. Management • Use Interactive Lesson Outlines for notes. • Require a notebook. • Offer traditional and online homework. • Grade attendance and homework on effort.

10. Motivation • Reinforce community as semester unfolds. • Periodic group work done in class • Group assignments/quizzes • Classroom Assessment Techniques (CATS) • Offer 2nd attempts on tests.

11. Manipulatives Graphing Boards Foam Tiles Integers Dry-erase Boards Algebra Tiles

12. Movement Teach with mnemonic devices and songs. Substitution ~ Plug it in, plug it in Exponents ~ Moving on up (to the top) vs. going down Shading number lines ~ Shade “to the left, to the left”

13. Math Study Skills Content • How Learning Math is Different – Chapter 1 • Assessing Math & Using Learning Strengths – Chapter 2 • How to Reduce Math and Test Anxiety – Chapter 3 • Creating a Positive Study Environment – Chapter 4 • Understanding/Improving Memory Process – Chapter 5 • Improving Listening and Math Note-Taking – Chapter 6 • Improving Math Reading & Homework Skills – Chapter 7 • How to Improve Math Test-Taking Skills – Chapter 8 • How to Take Control & Motivate Yourself – Chapter 9 • How to Help Students with Disabilities – Chapter 10 • General Study Skills with the C3S Web program

14. Learning How Math is Different • Curriculum progresses twice as fast. • Most deep learning is outside of class. • Math requires sequential skill learning. • Students must learn how to structure learning math to match their own learning styles. • Students must demonstrate they understand the concepts, not just mimic the problems • Math is a foreign language. • Math is like a sport, puzzle and music. • Each instructor teaches differently, and students must adapt learning strategies. • Learning math will pay off. • Let students discuss their math learning problems. • Discuss the concept of the more math you learn the more money you will make.

15. How to Reduce Test Anxiety Definition of math anxiety? Causes of math anxiety? Negative math experiences? – Third grade Types of math test anxiety – Worry and Emotionality Causes of test anxiety

16. Class Note-taking System Three Column Method

17. Ten Steps to Doing Math Homework • Review related textbook material. • Review appropriate lecture notes. • Do homework neatly. • Write down every problem step. • Understand reasons for problem steps. • For difficult problems repeat 1 -5 and review similar problems, call another student, use other references, see a tutor or teacher. • Finish by working a problem successfully. • Recall or write down important concepts. • Make up note cards for difficult concepts. • Don’t get behind. Learning from homework = Doing homework

18. Ten Steps to Doing Online Homework • Review related textbook material. • Review appropriate lecture notes. • Do homework neatly. • Must write down problem and every problem step. • Understand reasons for problem steps instead of using the click and go method. • For difficult problems use the resources provided by the software (videos /tutor line). • Finish by working a problem successfully. • Recall or write down important concepts. • Develop virtual note cards by using www.studystack.com. • Don’t get behind – you could get block out. Learning from online homework is more difficult than text book homework

19. Taking the Test: Ten Steps for Taking a Test • Memory Data Dump • Preview Test • 2nd Memory Data Dump • Test Progress Schedule • Answer Easy Questions • Skip Difficult Questions • Review Skipped Questions • Guess at Remaining Questions • Review All of the Test • Use all the Test Time “The first student done with the test may not be the smartest in the class. Often the smart students are the ones that take the entire time to make sure they do everything accurately. Be brave. Stay in the room and make sure you complete everything accurately.”

20. Six Types of Test-taking Errors • Misread Directions • Careless Errors • Concept Errors • Application Errors • Test Procedure Errors • Study Errors This is why they invented the eraser! Use the eraser wisely. Sometimes it is better to scratch something out at first and then make sure the correction is right. Go back and erase, leaving the correct information. Sometimes when we are nervous, we may change a correct a right answer. We erase the right answer, go on to other problems, check the test and discover we changed an answer incorrectly and have forgotten the right answer.

21. Web Resources • American Math Association of Two Year Colleges http://www.amatyc.org • Beyond Crossroads by the American Math Association of Two Year Colleges http://www.bc.amatyc.org • Math Research and Study Skills by Dr. Paul Nolting and others http://www.academicsuccess.com/research/math.php National Developmental Education Association www.nade.net Student Life Skills Report (Data Trend31) by Dr Patricia Windham, Associate Vive-Chancellor for Evaluation (850-245-9482): www.fldoe.org/CC/OSAS/DataTrendsResearch/Data_Trends.asp

22. Web Resources • Math Study Skills Evaluation – free Web site www.Acacdemicsuccess.com – bottom right corner • Student Math Practice and Learning Sites http://www.academicsuccess.com/studentResources.html • Title 3 Practice Placement Test Resources (Accuplacer) http://www.mccfl.edu/pages/1484.asp • Title 3 Research and Presentation by Dr. Paul Nolting and others http://www.mccfl.edu/pages/2092.asp

23. We Can Create … Success in Math Believers Decision Makers Graduates Role Models Self Confidence New Opportunities Goal Setters Students who say, “I like math!”

24. Lessons Learned • Prealgebra students with weak arithmetic skills need special instruction. • Repeating students need something new to hold their interest. • Students need Math Study Skills. • Students with disabilities benefit from multi-modality instruction.