models for managing the mean math blues cheryl ooten mathematics professor emerita santa ana college...
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![Page 1: Models for Managing the Mean Math Blues Cheryl Ooten Mathematics Professor Emerita Santa Ana College cheryl.ooten@cgu.edu 714-545-9613](https://reader035.vdocuments.us/reader035/viewer/2022062518/56649e995503460f94b9bed5/html5/thumbnails/1.jpg)
Models for Managing the Mean Math Blues
Cheryl Ooten
Mathematics Professor Emerita
Santa Ana College
714-545-9613
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To help students over-come math anxiety,
use:
I. Good teaching
II. 5 Models
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I. Good teaching—
We are
in key positions.
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o W/out 4 years h.s. math, students excluded from 10/12 colleges,22/44 majors UCBerkeley (Lucy Sells, 1972)
o Many test into developmental courses in universities & colleges often taking algebra for the 4th time.
o International studies show US behind.
o Math pass rates in c.c. not terrific. In CA, intermed algebra ~50%
Ref: Tobias; Anthony; Stigler et al.; Drew; Teegarden
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Recent study—James Stigler:
•Used MDTP & I’views with c.c. arithmetic/pre-alg/elem alg
•Found 10/13 (Level I) & 5/10 (Level II) difficult problems were fraction problems
•Found students memorized procedures & used them incorrectly
•Found reforms of dev math don’t focus on changing teaching methods
Ref: Stigler et al.
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OK, we know our courses are important & many students don’t
succeed. That’s the bad news.
What’s the good news?
We are gatekeepers.
We have the power to find ways to bring students into the
pipeline to higher mathematics courses and interesting, lucrative
professions.
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Our algebra courses are important.
Research shows foundational concepts for algebra understanding are:
Proficiency w fractions
Symbolic representation (bracket usage, equality, operational symbols & letter usage)
Proportional reasoning
Fluency w integers
Ref: Lamon
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Stigler found it was “often possible to coax students into reasoning by first asking them questions that could be answered by reasoning, and second, by giving them permission to reason…”
Is this not a
mathematicians’ point of view?
Ref: Stigler et al.
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Foundation for success in
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II. 5 Models In addition to being certain those five pillars are solidly built into student’s algebra foundation,
here are models to help students overcome math
anxiety.
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Five Models for MMMB in Math Classrooms
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Model #1—Definition of anxiety
“Anxiety” comes from being
required to stay in an uncomfortable situation
where we believe (think)
we have no control.
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Symptoms of Math Anxiety
Beyond fear:
Tension
Brain-freeze
Anger
Sadness
Stomachaches
Giving up
Boredom
Fatigue
Helplessness
Lack of discipline
Resistance
etc.
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Human experience combines:
1. Thoughts
2. Emotions
3. Behaviors
4. Body Sensations
Model #2 Cognitive Psychotherapeutic Model
Ref: Greenberger et al.
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EMOTIONSTHOUGHTS
BEHAVIORSBODY
SENSATIONS
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EMOTIONSTHOUGHTS
BEHAVIORSBODY
SENSATIONS
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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
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What we think & do matters!
Help students take charge of
Thoughts (beliefs) &
Behaviors
to manage math anxiety.
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To help students take charge of
Math thoughts, help them:
a) Reframe negative thoughts
b) …
Math behaviors, help them:
c) …
d) …
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Reframing can change student’s experience.
Model #3—Reframing
What is a reframe?
a) Take charge of thoughts by reframing negative
thoughts:
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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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A reframe is:a re-statement of a thought
that:
i) Interprets a situation in a new way altering our perspective.
ii) Is as logical and true as the original thought.
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What can a reframe do?
Affect attitude and change feelings.
Neutralize negativity.
Change a helpless victim to an in-charge owner.
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The Classic Example
Victim Position: Glass is half
empty.
Ownership Position: Glass is half full.
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Important Note: Reframing is not about “Positive Thinking.”
Example: Reframing expectations.
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Ex: Change “Requirements” to “Choices”
Victim Position:I have to take a
math class.I have to study.I have to go to
class.
Ownership position:
I choose to take a math class.
I choose to study.I choose to go to
class.
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Ex: Reframe with the “magic” word:
aka “for now” aka “at this moment”
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Victim Position:
I can’t do this problem.
I don’t understand.I’m not ready for the
test.I haven’t learned this.I haven’t passed math.I can’t remember this.
Ownership Position:
I can’t do this yet.I don’t understand
yet.I’m not ready yet.
I haven’t learned yet.I haven’t passed yet.I can’t remember yet.
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Example: Teacher Situation
You have just given final exams and completed giving grades at the end of the semester. The grades are very low.
How will you react?Then what will you do?
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EMOTIONS
Burn out
Hopelessness
Helplessness
THOUGHTS
Students get worse all the time
It’s the students’ fault
BEHAVIORS
Blame students
Speak disparagingly of
students
BODY SENSATIONS
Fatigue
Tension
Headaches
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EMOTIONS
Anger
Depression
THOUGHTS
I am a bad teacher
It’s my fault
BEHAVIORS
Blame self
Speak sharply to students
Complain about students to
others
BODY SENSATIONS
Tension
Fatigue
Heart Palpitations
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EMOTIONS
Anger
Depression
Helplessness
THOUGHTS
“They” didn’t give me enough time to
teach, enough supplies or enough
support
It’s “their” fault
BEHAVIORS
Blame the “higher ups”
Complain
BODY SENSATIONS
Tension
Fatigue
Ulcers
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EMOTIONS
Excitement
Curiosity
THOUGHTS
I wonder what I could do
differently & what my students could
do differently & what my college
could do differently
BEHAVIORS
Ask questions
Do research
BODY SENSATIONS
Calm
Relaxed
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To help students take charge of
Math thoughts, help them:
a) Reframe negative thoughts
b) Dispel common math myths
Math behaviors, help them:
c) …
d) …
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b) Help students dispel common math
myths.
Give a true/false quiz such as:
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True/False Quiz1. I can’t do math.
2. Math is always hard.
3. Only smart people can do math.
4. Mathematicians always do math problems quickly in their heads.
5. If I don’t understand a problem immediately, I never will.
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6. There is only one right way to work a math problem.
7. I am too shy to ask questions.
8. It is bad to count on my fingers.
9. Skip to the highest math class to complete math requirements quickly.
10. My memories of my negative math experiences will never go away.
(True/False Quiz Continued)
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Every statement in the quiz is false.
Help students reframe.
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To help students take charge of
Math thoughts, help them:
a) Reframe negative thoughts
b) Dispel common math myths
Math behaviors, help them:
c) Learn math study skills
d) …
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To change
math behaviors,
teach Math Study Skills.
Students need to be learn “college
culture.”
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Math Study Skills:
Reading Textbook Test Taking
Studying Using Resources
Note Taking Study Groups
Asking Questions Working w Tutor
Time ManagementHomework How To
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Model #4—Brain
A brain has 10 billion+ neurons
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path—>road—>highway—>freeway
Vocabulary:
Neuron
Dendrite
Myelinate
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It’s a myth that math is about memorizing!
Instead, grow strong dendrites & make solid
brain connections!
What study skills grow strong dendrites?(Note the
reframe!)
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To help students take charge of
Math thoughts, help them:
a) Reframe negative thoughts
b) Dispel common math myths
Math behaviors, help them:
c) Learn math study skills
d) Set short-term goals
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Students need
long-term goals
and short-term goals.
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Model #5 Flow/Engagement/Focus
involves all of these:
Matching skills w demands.
Setting short term goals.
Getting feedback.
(Ref: Csikszentmihaly)
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Help students
set short-term goals
to be engaged & to reach their long-term goals.
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S-T Goals for StudyingKeep assignmts written in one place.
Warm up with class examples.
Begin asap after class.
Write 3 questions to get answered.
Keep list of resources handy.
Mark hard problems clearly.
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S-T Goals for Note-TakingHave paper/pencil ready.
Listen for & write teacher’s summary of today’s work.
Use short-hand.
Use dead time to fill in notes.
Rework notes soon after class.
Identify & write test questions.
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S-T Goals for Test Prep:Work 3 review problems each day.
Keep list of classroom examples.
Make note cards of review problems.
Arrive early for best seat.
Make data dump card.
List teacher hints of test problems.
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Five Models for MMMB in Math Classrooms
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Help students take charge
of thoughts & behaviorsReframe.
Dispel myths.
Learn study skills.
Set short-term goals.
to manage math anxiety.
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References:
•Anthony, M.A. Community College Coordinator for MDTP. Interview November 15, 2011.
•Czikszentmihalyi, M. Flow. Harper Collins.
•Drew. D. Stem the Tide. Johns Hopkins.
•Greenberger, D., and Padesky, C. A. Mind Over Mood. Guilford Press.
•Lamon, S. J. Teaching Fractions and Ratios for Understanding: Essential Content Knowledge and Instructional Strategies for Teachers. Routledge.
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•Ooten, C., with Moore, K. Managing the Mean Math Blues: Math Study Skills for Student Success. Pearson Education.
•Stigler, J.W., Givvin, K.B., & Thompson, B.J. What Community College Developmental Mathematics Students Understand about Mathematics Parts I & II. MathAMATYC Educator, May 2010 & May 2011.
•Teegarden. M, & Harrison, W. Pathways through Algebra Annual Report. Center for Student Success of the Research and Planning Group of the CA Community Colleges.