Building Math Confidence

Transcription

1 Building Math Confidence Discussion Topics: Thought Distortions Getting into the zone Making Math Memories Asking Questions Math Student/Tutor Advice This presentation is an overview of some of the ideas found in the book Managing the Mean Math Blues by Cheryl Ooten, published by Prentice Hall.

2 Each aspect affects the others Thoughts Emotions Behaviors Body Sensations

3 The effects of thought distortions Thoughts I m not good at math. Emotions I m frightened by math. Behaviors I avoid math. Body Sensations I tense up when I do math.

4 The effects of alternative thoughts Thoughts I can do some math. Emotions I am relieved. Behaviors I will try problem #1 Body Sensations My body relaxes.

5 Thought Distortions Thought distortions lead to negative emotions, behaviors and body sensations. These thought distortions create math anxiety.

6 Thought Distortions 1. Absolute Thinking Math is always hard. Either I pass or I am a complete failure. Only smart people can do math. I pass or my life is ruined. If I don t pass, then I won t get a job.

7 Thought Distortions 2. Overgeneralization Since I failed this test, I will fail all future math tests. The tutor didn t help, therefore the lab won t help. I studied for this exam and it didn t help, therefore it does not help if I study. I m a failure in math if I don t understand this.

8 Thought Distortions 3. Mind Reading Other students will think I am dumb if I ask this question. Other people do this in their head so I should understand this right away. Everyone thinks I m stupid so I won t ask.

9 Thought Distortions 4. NEGATIVEpositive (emphasizing the negative) Look how many stupid mistakes I made! I knew how to do this I should have gotten it right on the test! I don t know how to do this one chapter so I won t be able to understand the material from here on.

10 Thought Distortions 5. Crystal Ball Thinking I will fail the test. I will fail this class. I will forget how to do this.

11 Thought Distortions 6. Feeling = Being I feel bad, dumb or guilty so I must be bad, dumb or guilty. I am too shy to ask any questions. I always feel nervous on tests so I think I will do bad on any test.

12 Thought Distortions 7. Shoulding Watch out for I should, I must, I have to TAKE CONTROL! Instead, think I choose to do this. I choose to do my best. I choose to do my homework.

13 Negative thoughts about tests I will panic during the test. I will forget everything. Math tests are tricky. There is so much I don t know.

14 Thought Distortions Neutralize negative thoughts by being present. You can t solve the problems of the past in the past and you can t go into the future to solve future problems. All you can do is what you can do now. Everyone has these negative thoughts from time to time it is ok if you have them. Move on it does you no good to have more negative thoughts about how you are having so many negative thoughts What matters most is how you react to them and if you can move on.

15 Before the exam Be organized. Know what is on the test. Begin reviewing several days in advance. Use flashcards. Be sure you understand what you memorize. Keep healthy routines for eating, sleeping, exercising, working, studying. Study under conditions similar to the test. Make your own practice test. Study in the math lab. Take notes from the book. Practice relaxation techniques.

16 During the exam Write neatly and you will think neatly. Do the easy problems first. Stay present and focused, don t be distracted by negative thoughts. Show all your work, don t skip steps. Be very organized, use separate sheets of paper if necessary (and if allowed.) If your writing gets cramped in a small space, the chance of error increases.

17 After the exam Congratulate yourself on the accomplishment. When you get the test back, make sure to learn from the mistakes.

18 Getting into the Zone To get into the zone Make sure you are at the right level. Set clear goals. Get relevant and immediate feedback.

19 Short Term Goals Work 3 review problems each day to boost confidence. Keep track of what you are learning. Note thought distortions and rephrase as positive thoughts. Relax consciously in class by breathing deeply. Be aware of the present moment. Make a summary of that day s or week s notes. Write 5 practice questions as a practice test from today s notes.

20 Short Term Goals Quiz yourself on last weeks material. Make a complete practice test. Attend class daily and on time. Make a list of things you understand and don t understand. Make a list of questions to get answered. Plan a work schedule. Start a study group or join a study group. Begin homework within 3 hours after class. Study in the math lab. Try webbing to help organize and remember math facts.

21 Getting Feedback Check the answers in the back of the book and use the solutions guide. Teach someone else what you have learned. Answer questions in class. Copy questions and answers during class, work out the problems, and see if you get the same answers. Guess the next step the teacher will use during class. Work problems at the board even if you are by yourself studying.

22 Making Math Memories Remembering things in mathematics is not about just rote memorization It is about making strong, longlasting, and accessible brain connections it is about creating enduring mental pathways.

23 Making Math Memories In math, we usually don t have to start by memorizing everything. Often the memory will come with understanding and then practice. Learning is about making good connections to what you already know. We need to completely understand the ideas to develop many mental connections. This means understanding patterns and working with them in as many different types of problems as possible.

24 Making Math Memories The more you learn and remember, the more you will be able to learn and remember. The mental pathways rearrange themselves, and re-write themselves as they are updated and related to new information this means that if we don t continue to use those connections we will lose them.

25 How to take in mathematical information and remember it well. Organization! Decide what is important. Make a list of the topics, concepts, and objectives. Make a summary and then work on the details. Read carefully and slowly look for the details look for patterns connect with what you already know.

26 How to take in mathematical information and remember it well. Consider making diagrams to help in the organization try webbing. Develop connections by comparing similarities and differences with what you already know. How does the new information fit into the overall picture?

27 How to take in mathematical information and remember it well. Get feedback quickly Are you remembering it correctly? Ask someone else how they solve a particular type of problem. Demonstrate what you know work the problem for someone else. Try doing a problem at the board.

28 How to take in mathematical information and remember it well. BE ACTIVE!! Break down information into chunks. Tune everything else out. Have fun! Make up funny ways to remember things.

29 How to take in mathematical information and remember it well. Develop good habits and routines in the way you think and solve problems. Take the time to be organized in the way you think and work.

30 How to store math well in your mind Allow yourself settling time. It takes time to digest everything. Use it or lose it! Get enough sleep. Be very organized keep all the information available so you can look it up quickly if necessary.

31 How to retrieve the math you have stored in your mind Develop good habits - Write neatly and carefully Solve the problem in an organized way. When doing word problems: write your goal and what each variable represents. Think Mathematically: What is the goal? What is the procedure? Follow the procedure. Check the solution.

32 How to retrieve the math you have stored in your mind Link words, ideas, concepts with actions. Link words, ideas, concepts with visual clues. Make up silly connections sometimes the most silly or ridiculous ones are the ones that really stick.

33 Webbing as a memory tool Start with a blank page and in the middle write some topic you are considering. Draw a circle around the name of the topic and draw lines to other related topics. Continue drawing circles around each topic and drawing lines to other related topics until a web of ideas is formed. By doing this you are actually drawing the mental connections you want to form in your memory. You may want to use this as a first step to organizing new information continue to improve the web diagram by making better versions.

34 Remembering Mathematical Ideas Be active and have fun. Organize the information carefully. Develop good habits. Use it or lose it! Employ actions, images, songs, rhymes, patterns, mnemonics for recall.

35 Asking Questions Asking questions honors your own unique learning process. One small question may be the difference between I got it! and I don t get it at all.

36 Asking Questions Give yourself two gifts: 1. Assert your right to ask questions. 2. Trust that the questions bubbling up in your mind are the right questions for right now.

37 Some Powerful Questions What if we tried this? When would this process work? What caused this step? Why does this happen? Where would this happen? How is this similar to the others? How could this happen? How is this different from the others? Where else does this process work?

38 Asking Questions There are many stories of people who asked basic questions that others never thought of or had ignored before. Often unexpectedly, those basic questions led to major changes, improvements, and radical new understanding.

39 Asking Questions In her book Managing the Mean Math Blues, Cheryl Ooten says she once thought she had a shy personality type. However, she began to act as if she weren t shy. She then found that the things she said seemed more often right when she didn t pressure herself so much into asking the right questions. She followed conversations because she wasn t observing from the outside. She now looks at being quiet as more of a choice than her personality type.

40 Asking Questions Experiences We Have Choices We Make How We See Ourselves

41 Asking Questions US News and World Report (1999) reported that 1 in 8 people experience shyness. If you sometimes feel shy, then consider these points: It s ok to feel shy that doesn t mean you are shy. Labels limit people: If you say you are shy, then you are equating feeling shy with being shy. Don t label and limit yourself. Choose sometimes to act as if you are not shy. Change is constant: Thoughts, behavior, emotion and body sensation are all related. Changing one can affect the others.

42 These thoughts just aren t true: Everyone in the room is always watching me. Everything I do or say is judged by others. I always make a fool of myself. I must never make a mistake. I must say or ask the right thing.

43 Asking Questions If you say, this might be a stupid question but you are dishonoring your own learning process. Let someone else make the mistake of thinking that -if they want- that s their problem, not yours. Asking your question without suggesting it is stupid shows the respect you and your question deserve.

44 Asking Questions Mathematics took thousands of years to develop. If you need to learn some mathematical concepts in a few months or weeks its ok to ask questions!

45 Math Student/Tutor Advice Before Math Class Make math a priority Set aside the time you need. Expect that math will be time-intensive. Get all the materials you will need at the beginning of the semester. Preview the book and the notes before class. Go to class every day, be on time. Care for your mind and body. Get sufficient water, food and sleep.

46 Math Student/Tutor Advice During Math Class Choose your seat carefully. Be prepared take the book and all materials. Bring questions to class marked in the book, or the notebook, or in the homework. Participate actively taking notes, listening carefully and asking questions.

47 Math Student/Tutor Advice After Math Class Take a break but start reviewing as soon as possible. Do all of the homework. Study and do homework. Know the teacher, available tutors, and fellow classmates. Know your resources when you need help, company or motivation. Expect to read the book with a pencil in hand. Be persistent. Don t quit. Keep going even if you decide to drop.

48 Other Recommendations Make a complete work schedule for yourself for every day of the week dividing the day into time blocks. Keep a to-do list. Keep a neat and organized notebook. Use the two-column approach to notetaking and problem-solving in your notebook (divide each page into two columns: one column for each step and one for the reason for each step).

49 Thank you Resources: This presentation is based on the book Managing the Mean Math Blues by Cheryl Ooten, published by Prentice Hall. Also, you may find it helpful to read the book Overcoming Math Anxiety by Sheila Tobias, published by W.W. Norton and Company. Both books can be ordered from bookstores and online, for example, at amazon.com