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Students Repeating Math Courses: Way to Help Them

Pass

NADE – 2009

Dr. Paul Nolting

Manatee Community College

(941) 752-5239

pnolting@aol.com

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Agenda

• Research on Success in Mathematics • Enhanced Prealgebra, Basic Algebra and

Intermediate Algebra Pass Rates• Instructional Strategies• Math Study Skills• Lessons Learned

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Variables Contributing to Student Academic Achievement (Bloom, 1976)

Cognitive Entry Level Skill

and IQ

50%

Self-conceptLocus of ControlAttitudesAnxiety Study Habits

25%

Quality ofInstruction

25%

Math history

Placement

Grades

Aptitude

Learning speed

Learning disabled

Learning styles

24/7 Web access

Tutor training

Paired courses

Math study skills

Self-regulated learning

Life skills course

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Institution-Wide Responsibility

Input

Overwhelmed;Learned –helplessness;No strategies

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

Output

In control;Self-efficacy;A system of strategies for math, English, & reading

Building Self-Regulated Students

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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

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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

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Enhanced Prealgebra, Basic Algebra and Intermediate Algebra for Repeating

Students and Students with Disabilities

Math Course Avg. Pass Rate Pilots

Avg. Pass Rate

Non-Pilots

Prealgebra * 48% 33%

Basic Algebra 67% 33%

Intermediate Algebra

70% 40%

•Includes students on first attempt who scored below 30 on Arithmetic Accuplacer

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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.

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Management

• Use Interactive Lesson Outlines for notes.

• Require a notebook.

• Offer traditional and online homework.

• Grade attendance and homework on effort.

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Motivation• Reinforce community as semester unfolds.

– Periodic group work done in class

– Group assignments/quizzes

– Classroom Assessment Techniques (CATS)

• Offer 2nd attempts on tests.

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Manipulatives

• Graphing Boards

• Foam Tiles

• Integers

• Dry-erase Boards

• Algebra Tiles

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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”

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Math Study Skills Content

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

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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 problemsMath 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.

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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

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Class Note-taking SystemThree Column Method

Math Problem

Key Words/Rules/

Properties

Examples/Problem Steps Explanations and questions I need to ask myself

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Ten Steps to Doing Math Homework

1. Review related textbook material.2. Review appropriate lecture notes.3. Do homework neatly.4. Write down every problem step.5. Understand reasons for problem steps.6. For difficult problems repeat 1 -5 and review

similar problems, call another student, use other references, see a tutor or teacher.

7. Finish by working a problem successfully.8. Recall or write down important concepts.9. Make up note cards for difficult concepts.10. Don’t get behind.

Learning from homework = Doing homework

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Ten Steps to Doing Online Homework

1. Review related textbook material.2. Review appropriate lecture notes.3. Do homework neatly.4. Must write down problem and every problem

step.5. Understand reasons for problem steps instead of

using the click and go method.6. For difficult problems use the resources

provided by the software (videos /tutor line).7. Finish by working a problem successfully.8. Recall or write down important concepts.9. Develop virtual note cards by using

www.studystack.com.10. Don’t get behind – you could get block out.

Learning from online homework is more difficult than text book homework

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Taking the Test: Ten Steps for Taking a Test

“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.”

1. Memory Data Dump

2. Preview Test

3. 2nd Memory Data Dump

4. Test Progress Schedule

5. Answer Easy Questions

6. Skip Difficult Questions

7. Review Skipped Questions

8. Guess at Remaining Questions

9. Review All of the Test

10.Use all the Test Time

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Six Types of Test-taking Errors

1. Misread Directions

2. Careless Errors

3. Concept Errors

4. Application Errors

5. Test Procedure Errors

6. 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.

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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

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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

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We Can Create …

New Opportunities

Students who say, “I like math!”

Goal Setters

Graduates

Success in Math

Role Models

Decision Makers

Self Confidence

Believers

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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.