With my students I have achieved some measure of success alleviating this
anxiety and have found that a major part of my efforts is getting them to
realize that they really can do math. Once they realize that fact many take
off. I work very hard to keep the atmosphere relaxed; if they're tense it's
harder to learn. I use the explanations that I have found work best -- even
if they are not the ones in the textbook -- and then tell them I have others
available. Each person, with his or her own learning style, may need
different explanations.
A person who has problems borrowing or carrying in fractions can be taught to
convert to improper fractions, do the work, and then convert to mixed numbers.
Both methods use valid operations and get the same answer. Yet each teaches
to a different style. Using different explanations is frequently needed just
to get the students started. After a while they start asking questions that
show differing insights into the topics and I find myself looking at the topic
in an entirely new light. Many of my favorite explanations come from insights
gained through interaction with my students. I use other techniques such as
having them correct test mistakes, giving extra credit for catching a mistake
in the book or in my class work. I never admit whether I deliberately or
accidentally copied a problem wrong or made some other careless error. I use
it to model how to look for mistakes and correct them. It also helps them
over their fear of failure. If they make a careless error, the answer is
wrong but if the process is correct, they've done a good job learning even
though they have to keep striving to improve their accuracy. My students also
have to develop their own word problems and explain, in writing, how to do
certain math processes.
In short, I use a variety of techniques to give them a push and then they take
off. I am proud of the way they handle higher level classes. The fear shown
by these students exists. It's a fact of like. We can choose to focus on why
it shouldn't exist, who is a bad teacher, the problems in a child's life,
etc., or we can choose to take these students where they are and work with
them -- to give them what they need to succeed and then go further.
As my Email address indicates, this has become a major focus in my teaching.
How can I teach my students, improve their self-confidence and ability, and
still cover everything they need to prepare for a higher class? I know it can
be done and I will work to do it more often. I hope others will do the same.
MaryLiz Pierce
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