Math Tutoring Tips

Learn The BasicsLearn The Basics

Shelley Todd, Southwestern Michigan College

Assisting Students to Overcome Common Math Errors

Discourage students from relying solely on memory. Encourage them to see the underlying principles This allows the student to correctly relate the new

information to the old information that is already stored in their brains.

Student Holds the Pencil! The tutor needs to let the

student lead the tutorial session. When the student holds the

pencil, then he or she is directing the learning process. If the tutor writes down the

work then the student will passively agree.

When the student does the writing the tutor can see what the student really knows.

Fundamental Errors

Fundamental Errors in math are a big deal. Don’t gloss over errors or mistakes One “little” error can cause a big difference in the

working of the problem and the answer. Fundamental Errors provide the tutor with the

opportunity to review the basics. These teachable moments alert the student

to what is important for them to learn and why.

Reinforce Caution

By learning to recognize dangerous math situations, a student can proceed carefully. He or She will be well on the way to recognize

that mathematics is not a collection of arbitrary disjointed facts.

Math is based on the fundamental principles. Learning the fundamental principles are worth the time

and effort.

Speak in Precise Terms

When Tutoring – Speak Precisely Example:

When solving (x-2) (x-5) = 0. Do not say, “Set each term equal to 0”.

Say, “Since the product of these two terms is 0, at least one of them must be 0. Therefore, x - 2 = 0 or x – 5 = 0” This makes direct use of the fundamental property of

Zero.

Speak in Precise Terms Repeat what the student says in more

precise language.Example: Student: “I will cancel out the one of

the 6’s. Tutor: “That’s correct. Divide the numerator and denominator by 6.”

36 = 6 * 6 = 6 48 6 * 8 8Tutor: “Can this problem be simplified further?”Student:”Yes, 6 = 2 * 3 so the answer is 3 8 2 * 4 4

Word Problems Can’t we just skip these? Please……….

Math strategy for word problems SQRQCQ – Mnemonics Strategy for Effective

Solving of word problems

S – Survey Q – Question R – Read -

reread Q – Question C – Compute Q – Question

Word Problem:

Shelley has some porcelain tea cups. She was given 8 more for Christmas. Now she has 15. How many porcelain tea cups did she have before.

Survey – Carefully read the entire word problem to learn what it is about. Clarify any terms you don’t understand. This is what I know. Shelley has 8 tea cups and receives

some more to make a total of 15 tea cups. Question – State the problem in the form of a

question. Reading the problem out loud, visualizing it, or drawing a

picture can help one state the problem as a question. Question – “How many tea cups did Shelley start out with?”

Read/Re-read – Identify the information that is needed to answer the problem. Differentiate between information that is needed and

information that is extra. Write out the needed information as specific facts. 8 plus some number equals 15

Question – Ask, “What computations must I do to get the answer to the question?” 8 + S = 15 (students should realize that they have to subtract

to find the answer because subtraction is the inverse operation of addition)

Compute – Set up the problem on paper and do the computations. 8 + S = 15; 8 – 8 + S = 15 - 8; so S = 7.

Check to make sure there are no errors in your work. 8 + S = 15; 8 + 7 = 15

Question – Ask, “Does my answer make sense?” Is the answer possible given the facts presented in the

problem? Check the relationship between the question and the

answer. Shelley started with 7 tea cups and received 8 more tea

cups, would she have 15 tea cups? Yes, so the computation is correct so the problem was computed correctly.

Why Review a Returned Test?

Tutor and student should review together the student’s past tests. Know what questions were missed and why they

were missed Can work on those skills

Review the instructor’s comments so you can know what is expected.

Look at the type of questions that are used to help prepare for the next test.

Have the student rework all missed problems Brainstorm strategies to use with different types of

math problems. Review how the student studied for the exam.

Make suggestions for changes.

Questions for Reflection and Thought What math tutoring strategies are you

currently using? Are they effective? (Why or Why not?) What are your student’s main areas of concerns?

How can you apply this material in your tutoring sessions and in your tutoring center?

References

Hopper, C. (1998). Practicing College Study Skills. Houghton Mifflin.

Strichart, S. (N.D.). Teaching Study Strategies to Students with Learning Disabilities.