Re: [MATHEDCC] Why Johnny can't..

MATH4FOBIX@AOL.COM
Tue, 2 Nov 1999 18:28:32 EST

I have had a lot of success teaching students, many of whom have put off
taking math until just before graduation. Many of the tools I use are
straight out of psychology. It may seem trite, but they work. I run a very
relaxed classroom. My students call me by my first name and I, in turn, work
very hard to know all theirs and talk to each one during the semester --
sometimes about math when they are working on an assignment, or before and
after class (sometimes to how empathy about their problems, and sometimes
just to chat.) In short, I try to make myself approachable. I joke about my
own clumsiness and tell how I learned some of my techniques from my children
and grandchildren. I let my students know that I feel they can all learn the
topic covered, though not at the same speed. I am not afraid to make common
mistakes in front of them and in fact, frequently do it deliberately. I have
found that (1) it keeps them paying attention because they get extra credit
for catching me and (2) by modeling how to go back and find mistakes, they
learn how to do it themselves a great deal more effectively than if I just
told them what to do. I'm amazed at how often it is the slower students who
catch me -- just because they are trying to follow the material closely. I
have purposely put the total number of points available in the semester quite
high so that I can give extra credit liberally. (Each test is worth 200
points.)

I put the main emphasis on LEARNING and have discussed with them several
times how much more we learn when we correct our mistakes. I let them know
that this is the time for them to make those mistakes -- not later when an
incorrect medication dosage could kill someone. They are EXPECTED to redo any
problems missed on a test correctly (for 1/2 credit or 1/4 of a percent.)

I also tend to teach from a different perspective than most of the texts. I
give an overview and then show how each thing we are learning fits into the
whole process.
If I am teaching something fairly mechanical, such as fractions or factoring,
I start with what to do first when you see a problem, what to do next, etc.
They do not realize it but they are following a flow chart model for problem
solving. Later I generalize what they have learned about problem solving in
my approach to word problems. With something like linear equations, I may
start with the most complicated ones I can find, rather than building each
step up. I teach each step in context so that the step is associated with a
use. Since I started using these variations, my students grades on similar
tests have improved dramatically. I do point out to them the difference
between the way I am covering a topic and the way the book does. In doing so
I show how the same topic can be taught in different ways and adapted for
different learning styles. I emphasize this only at the beginning of the
semester and later try to use a variety of approaches to in the classroom.

I also use grading instruments other than tests and homework. My students
are given an essay to do, dealing with how they use math in any part of their
lives. They also develop word problems on their own and have to explain, in
written form, how to do certain procedures. They must keep a notebook, which
is graded, and have it organized so they can use it for reference later.

I have done some work integrating technology into the classroom but wish to
do more in this area. At present, my major stumbling block in this area is a
mixed up order from Texas Instruments and a fairly traditional faculty which
has not purchased anything in this area before. However, that is being
changed and I am working with the person leading the integration to do it in
my class. Initially there may only be two or three classes in each course I
teach during a semester working with it but, if a math lab attached to
classes becomes a reality, there would be a lot more room for it.

I don't know if this answers your question but I hope it gives you the
feeling that many positive things are being done because they are. I took
two workshops this past summer with instructors working to make the math more
meaningful to their students. It was a pleasure and re-energized me quite a
bit.

MaryLiz Pierce
Gateway Community College
Phoenix, Arizona
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