Conquering the Math Monster
Keys to Succeed in Math: Effective Math Study
Skills
Presenter:
Patricia Arteaga
Director - Center for Academic Development
LRC Building
Bloomfield College
OUR GOAL
Our hope is that if you apply what you learn today, you will
become a confident student and conquer the math “monster”.
Today, due to time limitations, we will not get into every detail.
Therefore, we are kindly asking for you to complete this
“homework” assignment: Read this presentation before the
end of the week. You may find it at:
www.bloomfield.edu/tutorial
SELF-ASSESSMENT
Let’s start with a short self-assessment exercise:
Write in a piece of paper the top-two reasons why you think
you are not successful in your math courses.
INTRODUCTION
Most students who fail their math courses do so because of
critical errors in planning and in their study skills.
This workshop will focus on the basic strategies for being an
effective math student. These strategies will cover the three
stages of being a math college student:

Stage I – Before Registration

Stage II – In-Class Activities

Stage III – Outside-Class Activities
STAGE I: BEFORE REGISTRATION
Here you have some planning strategies to consider:
1. AUDITING A COURSE
If math is difficult for you, audit the course first. You will
get most from the course without the pressure of being graded.
2. RESEARCHING FOR THE RIGHT TEACHER
Before registering for math, research which teacher would
be best for you. Ask other students which teachers they
liked and why. Visit prospective teachers during their office
hours; ask about their teaching methods and if you could sit
in one session of their course. Be sure to select a teacher
who:

Explains concepts clearly

Welcomes questions

Willingly helps students outside of class

Gives tests on the information presented in class

Provides helpful handouts to complement the class notes
3. PRE-STUDY FOR THE COURSE
You should study for your next math course during the
break. You may get the syllabus and the book ahead of
time and start reading the first few chapters. Set up an
appointment with the tutorial services if needed.
4. CREATE A COURSE AND STUDY SCHEDULE THAT MAKES
SENSE
Question:
What do you think is the major obstacle to a freshman's academic
success?
TIME MANAGEMENT!!
Problems:

Social Activities: Too much fun at the expense of classes and
grades.

Work Activities: Demands from part-time or full-time
employment.

Poor understanding of the academic demands of college.
Remember the rule of thumb: For every hour that you spend in
the classroom, you need to allocate a minimum of 2 hours of
study time.
Take the Time-Management Test
Let’s take a look at some schedules that are not conducive to learning:
Problems with the schedule above:

back-to-back classes

too many hours of work and social activities

non-productive study time in the evening (after class and
work)

not enough time to study
How about this schedule? What do you think is the issue?
problem:
 math class is the last one (mental exhaustion)
Summarizing:
Stage I:
STAGE II: IN-CLASS ACTIVITIES
Here you have some good in-class practices to consider:
1. COME PREPARED TO CLASS
Make it a practice to read over the topic or chapter before
going to your math class. This will give you a much better
understanding of what is being discussed in class and as a
result you will learn more from the lecture.
Bring to class all the necessary materials such as the notebook,
textbook, calculator, etc.
2. ATTEND CLASS AND TAKE NOTES
Attend all classes (don’t be late to class!) and take full class
notes. Research has shown that successful students never cut
class and usually take down at least 64% of what is discussed
in class. Failing students write half as much and often miss
class. Remember, missing even one class can put you behind in
the course by at least two classes.
More on Note-Taking

Organize your notes into one large spiral or loose-leaf
notebook devoted only to math. Use the first half for
class notes and the second half for homework.

Take a complete set of class notes and add any helpful
clarifications to your notes that you hear in class.
Mentally follow all explanations and try to understand
the concepts and principles. Then write down the main
points, steps in explanations, definitions, examples,
solutions or proofs.

Date each day's class notes.

Use the Cornell note-taking format:
Write the topic or chapter heading on top of the page. Leave a
2" margin on the left side for comments. Use only one side of a
page, leaving the back for additional examples, notes and
clarifications.
Column 1
Comment Section
(2 inches wide)
Questions
and
Answers
Column 2
Capture Section
(6.5 inches wide)
Write down all information:
Statements
Proof
Information
Examples
Ideas
Notes to tie concepts
together
Rules
Comments
Index
(1 - 1.5 inches high)
New terms
Topics covered on page
People to contact

Label both your notes and your textbook using categories
such as: (a) definition of... , (b) theorem..., (c) example
or discussion of examples, (d) description of a procedure
for solving a problem type, (e) a proof of a theorem or a
derivation of a formula, (f) a list of procedure steps, and
(g) formulas or equations.
3. CONSIDER ATTENDING MORE THAN ONE SECTION OF THE
COURSE
Most of the math ACF and 100 level courses run many sections.
Sometimes the same instructor teaches two or more sections of
the same course, and you may ask him/her if you could “visit”
the other class when needed. By hearing a difficult concept
explained a second time you may understand it much better.
4. BE AN ACTIVE PARTICIPANT IN CLASS: ASK QUESTIONS
Always remember you have the right to ask questions before,
during and after class. Never avoid asking a question out of
fear of looking stupid. Do not allow a question to go
unanswered. Get help fast.
5. KNOW YOUR FELLOW STUDENTS
You should always have the contact information of a fellow
student. If you miss a class or need clarification on something,
you could contact that person.
6. READ THE COURSE SYLLABUS
You should always read the course syllabus from beginning to
end. Think of it as a contract. The syllabus will tell you many
important things about the course, including the teacher’s
contact information, the attendance policy, course resources
(website, etc.), grading, assignments, etc. On the math ACF
courses, the syllabus details the ACF Code of Conduct.
STAGE III: OUTSIDE-CLASS ACTIVITIES
Here you have some good outside-class practices to consider:
1. STAY CURRENT: REVIEW REGULARLY
Do not allow yourself to fall behind or the entire course will
become an effort and a struggle for you.
Review your notes immediately after class and again eight
hours later. Fill in all the missing words or incomplete
explanations. Recite important concepts in your own words.
Research shows that most of the information is lost within the
first 20 to 60 minutes after learning. However, if you review
immediately after class and again within the same day, and
then do weekly and monthly reviews, the information you have
learned will remain in long term memory.
2. PRACTICE, PRACTICE, PRACTICE
Work out lots of sample problems. Do assigned problems and
lots more. Make up your own problems. Get sample problems
from other books. Work with a classmate and explain aloud
what you are learning and how to solve problems. Remember
the more you "say and do" the more you will be able to recall
what you're learning. You must always be actively involved in
the learning process.
3. STUDY DURING YOUR MOST PRODUCTIVE TIME
4. TAKE ADVANTAGE OF ALL THE RESOURCES
Attend your workshops/study groups; use the tutorial services;
whenever possible use additional textbooks and study guides
as resources. Each book will discuss your topic differently and
offer different examples. This is an excellent way to clarify
difficult concepts and to give you more practice problems.
Work with a review or course outline book that applies to your
math course. They provide many worked-out examples and
summary collections of problems and answers which are useful
for preparing for tests. Always work out a problem first before
reading how the author solved it. Examples of course outline
books include: Schaum's, AMSCO, Barron's, Barnes and Nobles.
5. MASTER TEST-TAKING STRATEGIES
Follow the STRATEGIES FOR TEST TAKING AND COMBATING
TEST ANXIETY presentation after this diagram:
STRATEGIES FOR TEST TAKING AND COMBATING TEST
ANXIETY
I.
BEFORE THE TEST : Laying a Firm Foundation for Test
Preparation
Ideally, preparation for tests begins on the first day of class
and continues throughout the semester.
Test preparation depends on many factors:




The importance of regular attendance,
keeping up in a timely manner with homework
assignments,
taking good notes in class, and
reviewing on a regular basis.
Note taking is crucial to success in the classroom.
When, How, and What to Study
1. Always review daily, weekly, and then do a major review one
week before your exam. Study during your most productive
time. Each person has certain times when they peak mentally.
Try to use these periods to study math. Use study checklists
and index cards.
Regular, consistent review is the key to test preparation. Start at
least two weeks before the test.
2. Once an exam is announced:






Determine the scope of the test.
Construct a list of topics to review.
Find specific problems for each topic on your list.
Make your list long enough to provide enough practice for
mastery
Include all types of problems and of various levels of
difficulty.
Organize your study aids (class notes, past quizzes,
handouts) in the sequence of the classroom lectures
themselves.
Rewriting notes or transferring them to printed form is invaluable as
review and in organizing the material so that it is more easily
understood.
3. To guarantee success in your math test you must master all
the topics on your list BEFORE you work on any practice tests.
4. Do not expect to be able to work out very difficult problems
on a test if you have not practiced working out these kinds of
problems ahead of time. Work out many of the difficult
problems dealing with each topic. Do one topic at a time.
5. The best way to ensure success on a test is to take and
master "practice tests" that have the same form as the actual
tests you are preparing to take. Create sample tests for
yourself from study guides and course outline review texts that
have the correct answers listed so you can check your
solutions. Test yourself often. When you can get 100% on your
own difficult tests, you are bound to do well on your exam.
Be a proactive learner: anticipate questions and content of the
test. Guess what the instructor will ask. As you read over your
notes and work at preparing study aids, keep asking yourself
what information was most emphasized in class and what
questions the instructor might ask. The more you quiz yourself,
the more likely you are to anticipate at least some of the test
questions. Look for clues that were given in class, such as “This
is a very important point” or “This will be emphasized on the
test”.
6. If you will have a time limit on your exam, then give yourself
timed practice tests similar to the one you expect in class. Time
yourself with a timer. Practice various types of problems and
see how fast you are working. Often speed counts on a test.
You may have to practice some types of problems over and
over again until you can work them in less time.
7. Learn to recognize your math concepts, formulas or
procedures in random order, that is, in a different order than
they were presented in your textbook or in class.
8. It is not possible to study too much for a math test. Over
studying cannot lower your grade. Doing more work can only
help you to gain greater mastery of the material.
9. Do an error analysis of your homework problems, practice
tests and past exams. Note the typical careless or "dumb"
errors you usually make and the types of problems that cause
you difficulty. Give yourself more practice in these areas of
difficulty. Make a check list of the careless errors, such as
simple addition errors, copying numbers incorrectly, leaving
the decimal point out, reversing signs, etc.
EXAMPLE
TEST PREPARATION FOR ACF 94
1.
2.
3.
4.
5.
Date of test: Oct. 24
Time allowed for this test: 1 hr. 20 min.
Today’s date: Oct. 1
Days left to prepare: 22 days.
Sections and pages covered in the test: 4.1- 4.7, 5.15.7, and Appendix A (pp. 226 - 362, 591 - 593).
6. Homeworks to be reviewed: 7- 9
7. Miniquizzes to be reviewed: 5 and 6
8. Other pertinent review information: From the syllabus
15
M
10/24
Review for the test
25 minutes
TEST 2
(pp. 226-362, 591-593)
(1 hr. 20 min.)
-
BEST WAY TO PREPARE FOR
THIS TEST:
Finish all the homework
assigned for chapters 4 and 5
and Appendix A (p. 593)
Review Exercises (pp. 295-297):
all the problems
Review Exercises (pp. 360-361):
all the problems
Review Sheet for Test 2
Review homeworks 7-9 and
miniquizzes 5 and 6
Time management: 8 hrs
9. Expected hours of review needed:
15 sections x 2 hrs/section = 30 hrs.
10.
Hours of study per day: approx. 1hr. 20 min.
Material
Rewrite notes, redo
examples from the
notes, and create
flash cards
Chapter 4 Review
Chapter 5 and
Appendix Review
Create practice tests
Take practice tests
Do error analysis of
homeworks, quizzes,
and practice tests
Final review
Complete by
Oct. 9
Oct. 13
Oct. 17
Oct. 20
Oct. 21
Oct. 22
Oct. 23
Done?
II.
RIGHT BEFORE THE TEST: Minimizing Factors that
Contribute to Stress.

Sleep. Don’t stay up all night studying. You should arrive
to the test well rested.

Eat. Don’t go to the test on an empty stomach. However,
avoid overeating, greasy, spicy or acidic foods, and
caffeine or alcohol.

Reduce stress levels. Try to do light exercises and/or
relaxation techniques right before the test.

Arrive on time. If possible, arrive early. Nothing is more
stressful than being late to a test.

Don’t swap questions at the door. Realizing from others
that you don’t know something will increase your anxiety.

Bring a brief outline for review purposes. Don’t bring the
book unless it is an open-book test.

Bring everything you need to the exam:
o
o
o
o
o
o
a watch
paper and several pencils with erasers
a calculator
a ruler
textbook/lecture notes if the exam is open book
allowed handbooks and tables
III. DURING THE TEST: Test-Taking Strategies and Test
Anxiety.

Sit apart from your classmates to reduce being distracted
by their movements.

Scan the whole test and work on the “easiest” parts first.
Answering the questions you are sure of first will build up
your confidence.

Read the directions to each portion of the test carefully.
Reread or ask the instructor for clarification if necessary.

Budget time for each portion of the test according to the
point value.

Ask yourself these two questions: “Is this answer
reasonable” and “Did I make any of my usual careless
errors?”

Save time at the end of the test to review your answers.

Answer all the questions unless you are penalized for
wrong answers.

Use process of elimination with multiple-choice questions
for which you are not sure of the answer.

Go back to difficult questions after you have answered the
others. You may now have information that will help you
to solve the problem.

Do not change your answer unless you are sure of the
new answer.

Never leave the room before the test is over. Use the
extra time to review, even if for the third time, your
answers.

Do not get stressed by your classmates’ actions. Don’t
panic if they are writing and you are not. Don’t worry if
they finish first. Teachers have frequently reported that
students who leave early often do poorly on exams.

If anxious during the test, close your eyes and inhale
deeply. Hold your breath for few seconds and then, exhale
slowly.

Show your work. Make sure that you show all the details
and that your work is neat and legible. Think partial
credit!
IV.
AFTER THE TEST: Post-Test Analysis and Formative
Evaluation.
A Dozen Reasons to Review a Returned Test

Check the point total to make sure it is right. Look for
mistakes in grading.

Know what questions you missed and why you missed
them. The reason you missed the question is often as
important in taking your next test as the answer.

Study the instructor's comments especially for essay
questions so that you will know what is expected next
time.

Look for kinds of questions and tricky questions that the
instructor likes to use.

See if the questions came from the text or the lecture.
Concentrate more on that source for the next exam.

Correct and understand what you missed. This is
information you need to know. It may appear on a later
test or the final.

Analyze the type of problems you missed so you can
review strategies for that type of question.

Review to get an idea what kind of test the instructor
might give next time.

Review to put information back into long term memory.

You want to ask questions while the test is "fresh."

Review how you studied for the exam. Look for better
ways. That is: Assess how you have been studying and
preparing for this test, and change study habits, if
needed. That is called a formative evaluation.

Reviewing gives you a good reason to talk to your
professors and let them know you want to improve.
AKNOWLEDGEMENTS
http://www.purplemath.com/stdysrvy.htm
http://www.accd.edu/sac/history/keller/ACCDitg/SSTP.htm
http://wc.pima.edu/~carem/Mathssk.html
http://www.csupomona.edu/~rosenkrantz/skills2.htm
http://www.mtsu.edu/%7Estudskl/rtrned.html
Copyright: Patricia Arteaga, 2005