mean math blues
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Mean Math Blues. Dr. M. Davis-Brantley. Math Student Success Part I--A Little Theory. Begin with a cognitive model --borrowed from psychotherapy --how human beings operate within themselves on the background of environmental factors. THOUGHTS. EMOTIONS. BEHAVIORS. BODY SENSATIONS. - PowerPoint PPT PresentationTRANSCRIPT
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Mean Math Blues
Dr. M. Davis-Brantley
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Math Student SuccessPart I--A Little Theory
Begin with a cognitive model
--borrowed from psychotherapy
--how human beings operate within themselves on the background of environmental factors
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EMOTIONSTHOUGHTS
BEHAVIORSBODY
SENSATIONS
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How we think about a situation matters!
“A central idea in cognitive therapy is that our perception of an event or experience powerfully affects our emotional, behavioral, and physiological responses to it.”
--Greenberger & Padesky
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EMOTIONS
I am frightened by math
THOUGHTS
I can’t do math
BEHAVIORS
I avoid numbersI don’t practice
math
BODY SENSATIONS
My stomach tenses when I see numbers
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EMOTIONS
Relief
Curiosity about what else I can learn
Joy with skills I have
THOUGHTS
I can do some math
I can learn more
I don’t need to get it all right now
BEHAVIORS
Take a deep breath
Write problem & a possible solution
Get help if I need it
BODY SENSATIONS
Relax
Become calm
Heart rate slows
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I am helpless I am bored My brain is frozen
Stomachaches Tension Fatigue
Lack of discipline I give up I resist
Fear Anger Sadness
Symptoms of MeanMathBlues
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EMOTIONSTHOUGHTS
BEHAVIORS(Students are in charge
here—not teachers!)
BODY SENSATIONS
Make changes by taking charge of thoughts or behaviors.
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Valuable Tools for changing thoughts:
1) Re-Framing
2) Challenge Automatic Thought Distortions
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Tool #1
Re-Framing--
Puts a different “frame” around an event
Change how you see something
(IT’S NOT JUST MAGICAL THINKING!!!)
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The Effective Re-frame--
•Alters the perspective
•Interprets in a new way
•Neutralizes negativity
•Is logical & equally true
•Opens up the possibilities
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Challenging Your Beliefs
• Re-frames• “I can’t” becomes “I
can do some”.• “It is hard” becomes • “some is, some isn’t”• “Only smart people
can do it” becomes• “persistence is IT”.
• “I’ll never understand” becomes “I don’t get it YET”.
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EMOTIONS
I am frightened by math
THOUGHTS
I can’t do math
BEHAVIORS
I avoid numbersI don’t practice
math
BODY SENSATIONS
My stomach tenses when I see numbers
![Page 14: Mean Math Blues](https://reader036.vdocuments.us/reader036/viewer/2022062408/56813ae4550346895da33d64/html5/thumbnails/14.jpg)
EMOTIONS
Relief
Curiosity about what else I can learn
Joy with skills I have
THOUGHTS
I can do some math
I can learn more
I don’t need to get it all right now
BEHAVIORS
Take a deep breath
Write problem & a possible solution
Get help if I need it
BODY SENSATIONS
Relax
Become calm
Heart rate slows
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Analyze This!
You have just taken your midterm exam and have received a VERY LOW grade.
How will you react?
Then what will you do?
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Fake it till you make it
• Feelings will follow behavior.
• Thoughts will dictate behavior.
• Self awareness is key.
• Be proactive!!!
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Tool #2
Analyzing Thought Distortions—
Automatic negative thoughts frequently contain thought distortions
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Feeling-Being
Mind Reading
Shoulding
Crystal Ball Thinking
NEGATIVEPositive
Overgeneralizing
Absolute Thinking
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A math exam is coming up.
What could a student’s
Automatic Negative
Thoughts be?
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Automatic Negative Thoughts?
•Everyone understands except me. •Because I don’t get this, I never will. •I feel like an idiot. •I know I won’t do well. •I must get an “A.” •I’ll never get through college. •I should understand it all now. •My mind will freeze during the test.
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•This has happened before & I’ve done ok. •Asking questions brings understanding. •Confidence comes with practice. •I chose this class and I will prepare. •By next week, my thoughts can be clear. •Better feelings result from preparation. •I will sleep, exercise, and care for myself. •I will take charge of learning the material. •Panic now doesn’t mean panic then.
Re-frames before exam: