Models for Managing the Mean Math Blues

Cheryl Ooten

Mathematics Professor Emerita

Santa Ana College

cheryl.ooten@cgu.edu

714-545-9613

To help students over-come math anxiety,

use:

I. Good teaching

II. 5 Models

I. Good teaching—

We are

in key positions.

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

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.

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.

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

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.

Foundation for success in

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.

Five Models for MMMB in Math Classrooms

Model #1—Definition of anxiety

“Anxiety” comes from being

required to stay in an uncomfortable situation

where we believe (think)

we have no control.

Symptoms of Math Anxiety

Beyond fear:

Tension

Brain-freeze

Anger

Sadness

Stomachaches

Giving up

Boredom

Fatigue

Helplessness

Lack of discipline

Resistance

etc.

Human experience combines:

1. Thoughts

2. Emotions

3. Behaviors

4. Body Sensations

Model #2 Cognitive Psychotherapeutic Model

Ref: Greenberger et al.

EMOTIONSTHOUGHTS

BEHAVIORSBODY

SENSATIONS

EMOTIONSTHOUGHTS

BEHAVIORSBODY

SENSATIONS

I am helpless. I am bored.

My brain is frozen.

Stomachaches Tension

Fatigue

Lack of discipline I give

up. I resist.

Fear Anger Sadness

What we think & do matters!

Help students take charge of

Thoughts (beliefs) &

Behaviors

to manage math anxiety.

To help students take charge of

Math thoughts, help them:

a) Reframe negative thoughts

b) …

Math behaviors, help them:

c) …

d) …

Reframing can change student’s experience.

Model #3—Reframing

What is a reframe?

a) Take charge of thoughts by reframing negative

thoughts:

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

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

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.

What can a reframe do?

Affect attitude and change feelings.

Neutralize negativity.

Change a helpless victim to an in-charge owner.

The Classic Example

Victim Position: Glass is half

empty.

Ownership Position: Glass is half full.

Important Note: Reframing is not about “Positive Thinking.”

Example: Reframing expectations.

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.

Ex: Reframe with the “magic” word:

aka “for now” aka “at this moment”

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.

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?

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

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

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

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

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) …

b) Help students dispel common math

myths.

Give a true/false quiz such as:

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.

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)

Every statement in the quiz is false.

Help students reframe.

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) …

To change

math behaviors,

teach Math Study Skills.

Students need to be learn “college

culture.”

Math Study Skills:

Reading Textbook Test Taking

Studying Using Resources

Note Taking Study Groups

Asking Questions Working w Tutor

Time ManagementHomework How To

Model #4—Brain

A brain has 10 billion+ neurons

path—>road—>highway—>freeway

Vocabulary:

Neuron

Dendrite

Myelinate

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!)

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

Students need

long-term goals

and short-term goals.

Model #5 Flow/Engagement/Focus

involves all of these:

Matching skills w demands.

Setting short term goals.

Getting feedback.

(Ref: Csikszentmihaly)

Help students

set short-term goals

to be engaged & to reach their long-term goals.

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.

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.

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.

Five Models for MMMB in Math Classrooms

Help students take charge

of thoughts & behaviorsReframe.

Dispel myths.

Learn study skills.

Set short-term goals.

to manage math anxiety.

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.

•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.