Teaching Study Skills/Test Anxiety
Reduction for Math Success for Students
with Disabilities: Practical Strategies
Classroom Intervention Presenters:
Dr. Paul Nolting, State College of Florida
Kimberly Nolting, Hillsborough C. C.
Dr. Craig Hardesty, Hillsborough C. C.
Copyright 2009
Academic Success Press, Inc.
www.academicsuccess.com
pnolting@aol.com
Variables Contributing to Student
Academic Achievement (Bloom, 1976)
Aptitude
Research
Placement
Grades
Math history
Learning speed
Cognitive Entry Level Skill
+
IQ
Abstract Reason
Verbal Reason
LD/TBI/ADHD
Quality of
Instruction
Learning styles
24/7 Web accesses
Faculty/tutor training
Lab assistants/DRC
Affective Char.
Self-concept
Locus of
Control
Attitudes
Math study skills
Anxiety
Orientations for DE
Study Skills
Self-Efficacy
Self-regulated Learning
Counselors, Faculty
Additional Considerations and Math Study
Skills for Students with Disabilities
Using the Stages of Memory to determine break downs in learning
and math study skills - Handout
Using processing deficits to determine appropriate math study
skills - Handout
Math Study Skills for student with learning disabilities
Traumatic Brain Injury and math – Vets
ADHD and math learning
PTSD and math study skills
Sensory
Input
Memory
Output
Abstract
Reasoni
ng
Sensory
Register
Stages of
Memory
Long
term
Memory
Working
Memory
Short
term
Memory
Maximize Students’ Affective Characteristics
Co-requisite 1 hour math study skills course +
Basic Algebra course
– (Students who had repeated Basic Algebra 1-4 times
enrolled in the math study skills course.)
Significant success at .05 p level (Nolting, 1986,
1990)
Success Rates
Pre-algebra and Co-requisite Math Study
Skills Course/Lab
SUCCESSFUL COMPLETERS
MAT 0002/0012 FALL BRADENTON
90%
78%
80%
68%
70%
60%
58%
56%
68%
70%
67%
72%
68%
58%
59%
53%
50%
40%
30%
20%
10%
0%
Fall 88/89 Fall 90 All Fall 91 No Fall 92-97 Fall 98 All
Fall 98
Fall 99
Fall 00
Fall 01
Fall 02
Average Students - Math Study Average
Students Math Study Math Study Math Study Math Study Math Study
Baseline Math Study
Skills
Success Took Math
Skills in
Skills in
Skills in
Skills in
Skills
Skills
(NMSS) Rate NMSS Study Skills
Lab
Lab
Lab
Lab
Optional
Course
in Lab
Fall 03
NMSS
Fall04
NMSS
Enhanced Pre Algebra, Basic Algebra
and Intermediate Algebra for Repeating
Students and Students with Disabilities
Math Course
Pre Algebra (also with
low tests scores < 30 on
Arithmetic Accuplacer)
Instruction
Basic Algebra
Instruction
Intermediate Algebra
Lecture, group, faculty
follow up, quiz
Average Pass Rate
for Pilots
Pass Rate for Nonpilot
48%
Manipultitives
33%
Lecture, quiz, group
work, math study skills
Lecture
67%
33%
Lecture quiz group
math study skills12 hr
Lecture
70%
40%
Success of Students Taking Pre-algebra and Life
Skills Course Separately
Semester
Pilot
Non-pilot
Fall 03
80%
59%
Spring 04
76%
52%
Fall 04
82%
53%
Spring 05
67%
51%
Math Study Skills Evaluation
Joe College, the overall result of your evaluation is a score of 51.
A score of 79 and below means you need to improve your math study skills
and this could be the main reason you may have had having difficulty.
Question #1
My habit is that I:
A. seldom study math every school day. Your response indicates that you
may not understand that math has a sequential learning pattern. A sequential
learning pattern means material learned one day is used the next day and the
next day and so forth. That means putting off studying math will lead to poor
math grades. You need to study and do your homework before each class.You
need to read pp. 11-21 in Winning at Math.
Question #4
My habit is that I:
C. almost always become anxious and forget important concepts during a
math test. Your response indicates that you have symptoms of math anxiety
and/or test anxiety. Math and test anxiety are learned responses, which can be
unlearned. You need to learn how to control your anxiety by using relaxation
techniques and positive self-statements during homework and tests.You need
to read pp. 65-69 & pp. 72-79 in Winning at Math.
Math Study Skills Content
How Learning Math is Different – Chapter 1
Assessing Math & Using Learning Strengths – Chapter 2
How to Reduce Math and Test Anxiety – Chapter 3
Creating a Positive Study Environment – Chapter 4
Understanding/Improving Memory Process – Chapter 5
Improving Listening and Math Note-Taking – Chapter 6
Improving Math Reading & Homework Skills – Chapter 7
How to Improve Math Test-Taking Skills – Chapter 8
How to Take Control & Motivate Yourself – Chapter 9
How to Help Students with Disabilities – Chapter 10
General Study Skills with the C3S Web program
How Learning Math is Different –
Chapter 1
Curriculum progresses twice as fast.
Most deep learning is outside of class.
Math requires sequential skill learning.
Students must learn how to structure
learning math to match their own learning
styles.
In addition to understanding the math,
students must master it, able to complete in a
set time period.
Students must demonstrate they understand
the concepts, not just mimic the problems
Math is a foreign language.
Learning math requires
Math is like a sport, puzzle and music.
special study strategies
Each instructor teaches differently, and
and habits – Let the
students must adapt learning strategies.
students discuss
Learning math will pay off.
attitudes towards math
Let students discuss their math learning
problems.
Discuss the concept of the more math you
learn the more money you will make.
Assessing Math and Using Learning
Strengths –Chapter 2
Continually tell students that
study strategies help them save
time in the long run and learn
more productively.
Ingredients for math success –
Bloom chart
Developing a math learning
profile- TAI, LOC, MSSE
Web assessment sites
Plot the results and look for
strengths and weakness
Learning Modality for Math
Appendix C - p. 246
What is your best math learning
modality
Students make a plan to
improve their skills or better
use their skills
How to Reduce Math Anxiety –
Chapter 3
Definition of math
anxiety?
Causes of math
anxiety?
Negative math
experiences? – Third
grade
Types of math test
anxiety – Worry and
Emotionality
Causes of test anxiety
Effects of anxiety on
learning
Myths about test anxiety
How to reduce test anxiety
Relaxation techniques
Managing self talk
Writing your math
autobiography
How to Reduce Test
Anxiety – CD/DVD
Understanding Math/Test Anxiety
Defining Math
Anxiety
Types of Math
Anxiety
Numerical anxiety
Abstraction anxiety
Math Test anxiety
Definition of Test
Anxiety
Measurement of
Test Anxiety
Types of Test
Anxiety
Worry/Cognitive test
anxiety
Emotionality/Somatic
test anxiety
Managing Test Anxiety: Causes
Association of grades with selfworth.
Develops from different types of
fears.
Can stem from feeling of lack of
control and change of a situation.
Previous embarrassment from
teacher, students, family.
Placed in the wrong class.
Past and continued negative
experiences.
Consequence of perfectionism.
Fear of timed tests.
Poor study and personal habits.
Anxiety strikes
all types of
students
Test Anxiety: Myths
Students are born with it.
Test anxiety is a mental
illness.
Test anxiety cannot be
reduced.
Any level of test anxiety is
bad.
All students who are not
prepared have test
anxiety
Students with test anxiety
can’t learn math
Students who are well
prepared don’t have it.
Intelligent students don’t
have it.
Attending class and doing
homework should reduce it.
Being told to relax will make
you relaxed.
Doing nothing about it will
make it go away.
Reducing test anxiety
guarantees better grades.
Other Anxiety Related Issues
It takes time to acquire the
skills to manage anxiety.
Sometimes it takes the help of
others.
Test/learning anxiety affects
other times in the learning
experience:
Attending class
Opening a textbook
Going to the library
Completing homework
Seeking help
What Students Say About Anxiety
“I get anxious when the instructor goes off
on tangents, and I need help learning the
material for the test.”
“Sometimes I don’t think they care or want
to know if I am anxious.”
Some instructors just scare you. I don’t
feel like I can come and talk to them.
What Students Say About Anxiety
“Today I really got anxious when my math
instructor kept on going fast. I got lost. I raised
my hand and he said, ‘Hold on a second. 15
minutes later I still had my hand up.”
“I get nervous when the teacher has chalk in
one hand and the eraser in the other. I know we
are in trouble then.”
“Sometimes it just takes a look at the syllabus
and I get anxious because I don’t know what is
going on.”
What Students Do Not Like to Hear
“This is easy. We won’t have to spend
much time on this.”
“I will give you a test due date in about a
week.”
“You’re smart. You can handle it. Don’t
worry. Calm down.”
“If you would study more…”
“You should have learned this in the last
math class”
Managing Anxiety:
Types of Management
Professional Assistance:
campus counseling, mentor
Behavioral Changes
Environmental Changes
Emotional Self-talk
Improvement
Emotional Support
Most of the time, you
can’t learn to manage
test or learning anxiety
on your own.
When test day comes…
Control your self talk.
Avoid other students who are
anxious.
Get good night’s rest.
Eat healthy breakfast.
Find a few minutes for quiet
time.
Review mental cheat sheets.
Listen to some calming music.
Set yourself up for a calm period
of time before the test. If you
have a class before your test
period, focus on that class.
Get the day started off right.
Tensing and Relaxing Technique
Relax all
your
muscles.
Tense your muscles.
Pull up with your arms
tight.
Press down with you feet
and legs.
Hold for a few seconds.
Relax.
Repeat one
more time if
necessary.
Calm Yourself Right before the Test
When you get to the
classroom and you want to
avoid all the panicky talk
going all around you, try the
“Palming” technique.
Place your palms on your
forehead. Think of a place
that is very relaxing to you.
Pretend you are there. Or,
you can think about your
memory “mental” cheat
sheets.
The other benefit is that the other
students will think you have a
headache and will leave you alone.
Faculty Helping Students
Reduce Math/Test Anxiety
Classroom Strategies
Give practice tests
Give frequent quizzes
Give a chance for students to retake the test
Encourage questions
Do group work
Discuss test anxiety as being real
Teaching study skills/test taking skills
Give students Math Study Skills Evaluation
Faculty Helping Students
Reduce Math/Test Anxiety
Office Strategies
Listen to student concerns on anxiety
Have them take the Math Study Skills
Evaluation
Teach study skills/test anxiety reduction
techniques (Managing Math and Test Anxiety
For Success DVD)
Praise students for coming to you for help
Don’t “lecture” the student
Refer them to a counselor
Create a Positive Study Environment
and Manage Your Time – Chapter 4
Choosing the best place
to study – stay at college
Setting up study area –
tool of your trade
Taking breaks – 45 min to
one hour
The best time to study
math
Best way to use your
math lab or LRC modality
Collaborative learning and
study groups
Planning Use of Daily Time
How many free hours?
Hours of math study?
What math grade?
Over all GPA
Weekly Study-Goal Sheet
Managing Work and Study
Understanding and Improving the
Memory and Process - Chapter 5
Stage of Memory
Sensory Input
Sensory Register
Short-term Memory
Working Memory
Long-term Memory
Abstract Reasoning
Memory Output
Where does your memory
break down?
Using Learning Styles to
improve memory
Visual Numerical
Auditory Numerical
Tactile Concrete
Social Group
Social Individual
Memory Techniques
PEMDAS
FOIL
How to Improve Listening and
Note-taking Skills– Chapter 6
Listen Effectively
Golden Triangle of
Success
Warming up for math
class – Student task
Use abbreviations
When to take notes
a.Writing on the board
b.Summarizing
c.This is a tricky
problem
Seven Steps to Note- taking
Model the steps on the
board
Math glossary – put
vocabulary words on tests
Math vocabulary cards
Reworking notes
Students take notes and
compare their notes
Helping students ask
questions
Class Note-taking System
Three Column Method
Math Problem
Key Words/Rules/
Properties
Examples/Problem Steps
Explanations and questions I
need to ask myself
How to Improve Your Reading and
Homework Techniques– Chapter 7
When should students
read from the text
How to read the syllabus
Student survey on
reading the textbook –
student task
Ten Steps to
Understanding Reading
Material – student task to
read assignment for
today's topic
Students complete each
step in 1 or 2 minutes
How to establish study
goals – student task
Reasons for assigning
homework – Stages of
Memory
How do students do
homework?
Ten Steps to Doing
Homework – student task
On line homework – Like
My Math Lab
Metacognitive techniques –
model questions ask self
Learning from the Textbook
When should students read the math textbook:
Before class: Become familiar with vocabulary and concepts.
Helps you collect all the details during class.
After class: Helps glue all the details together or fill in the details
you missed.
Before homework: Reading the textbook and reviewing notes
before starting homework reduces the number of times you flip the
pages.
Visit your instructor
during office hours and
ask for a system for
using the textbook.
Learn the Ten Steps to
Understanding Reading
Material.
Learning from the Textbook
When should students read the math textbook:
Before class: Become familiar with vocabulary and concepts.
Helps you collect all the details during class.
After class: Helps glue all the details together or fill in the details
you missed.
Before homework: Reading the textbook and reviewing notes
before starting homework reduces the number of times you flip the
pages.
Visit your instructor
during office hours and
ask for a system for
using the textbook.
Learn the Ten Steps to
Understanding Reading
Material.
Ten Steps to Doing Math Homework
1.
2.
3.
4.
5.
6.
Review related textbook material.
Review appropriate lecture notes.
Do homework neatly.
Write down every problem step.
Understand reasons for problem steps.
For difficult problems repeat 1 -5 and
review similar problems, call another
student, use other references, see a tutor
or teacher.
7. Finish by working a problem successfully.
8. Recall or write down important concepts.
9. Make up note cards for difficult concepts.
10. Don’t get behind.
Learning from homework
= Doing homework
Ten Steps to Doing Online
Homework
1.
2.
3.
4.
Review related textbook material.
Review appropriate lecture notes.
Do homework neatly.
Must write down problem and every problem
step.
5.
Understand reasons for problem steps
instead of using the click and go method.
6.
For difficult problems use the resources
provided by the software (videos /tutor line).
7.
Finish by working a problem successfully.
8.
Recall or write down important concepts.
Learning from online
9.
Develop virtual note cards by using
homework is more
www.studystack.com.
difficult than text book
10. Don’t get behind – you could get block out. homework
How to Improve Your Math Test-Taking
Skills– Chapter 8
Attending class and doing
homework may not be
enough to pass – student
discussion
How do students take the
math test? – student task
Ten Steps for Taking a
Math Test
Making a mental cheat
sheet – student/group
task
Reasons for not using all
the test time – student
task
Six Types of Test-Taking
Errors
Developing a test error log
– Concept Errors
Conducting test analysis –
student task in class
Preparing for the final exam
Making up test questions –
student task and group
work
Taking the Test:
Ten Steps for Taking a Test
1. Memory Data Dump
2. Preview Test
3. 2nd Memory Data Dump
4. Test Progress Schedule
5. Answer Easy Questions
6. Skip Difficult Questions
7. Review Skipped Questions
8. Guess at Remaining Questions
9. Review All of the Test
10. Use all the Test Time
“The first student done with the test
may not be the smartest in the class.
Often the smart students are the ones
that take the entire time to make sure
they do everything accurately. Be
brave. Stay in the room and make sure
you complete everything accurately.”
Six Types of Test-taking Errors
1.
2.
3.
4.
5.
6.
Misread Directions
Careless Errors
Concept Errors
Application Errors
Test Procedure Errors
Study Errors
This is why
they invented
the eraser!
Use the eraser wisely. Sometimes it is better to scratch something out
at first and then make sure the correction is right. Go back and erase,
leaving the correct information. Sometimes when we are nervous, we
may change a correct answer. We erase the right answer, go on to
other problems, check the test and discover we changed an answer
incorrectly and have forgotten the right answer.
How to Take Control Over Math and
Motivate Yourself – Chapter 9
Develop Internal Locus of
Control, Self-Efficacy
Avoid Learned Helplessness
Overcome Procrastination by
Defeating Fear of Failure,
Fear of Success, Rebellion
Against Authority and
Perfectionism
How to Improve Self-Esteem
How to Communicate to
Your Math Instructor
Motivate Students with
Disabilities
Decreasing Procrastination and
Improving Motivation/Self-Efficacy
Learn helplessness –
student task on repeating
math courses
Why procrastinate –
student group task
Fear of failure
Fear of success
Rebellion
Perfectionism
Which one is student
reason – student group
task
Improve motivation/selfefficacy – student group
task
Setting up SMART goals
Specific goal
Measurable
Action-Oriented
Realistic
Timely
Improving self-talk
Analyzing self-talk
Positive self-talk
The Process for Helping Students Develop
Self-efficacy
Model strategic thinking in content
areas
Input
Output
Set short term goals with learning
strategies to reach them
Use scaffolding approach to build
independence
Teach for metacognition
Overwhelmed
Learned Helplessness
No strategies
Set up mastery learning with short
term goals
In control
Self-efficacy
Frequent assessment and
assessment
Building Self-regulated Students
self-
A system of
strategies for math,
English, reading
How to Help Students with Disabilities
Learn Math - Chapter 9
Study Skills for LD
Study Skills for ADHD
Study Skills for TBI
Individual Learning and
Testing Plan
What Student Need to Do to
Get Help
DRC Workshops, Math
Study Skills Evaluation,
General Study Skills
Evaluation, Learning Styles
Inventory, Test Anxiety
Survey
Additional Interventions
Use of Mastering Math Web stream Series
Managing Math and Test Anxiety
Ten Steps to Taking a Math Test
Taking Effective Math Notes (Nolting and
Nolting, 2008) – (documented individual success)
Use of Learning Styles Inventory- (documented group
and individual success)
Use of How to Reduce Test Anxiety CD/Web based –
(documented individual success)
Motivation - Use of Navigating College Strategies for
College Success – (documented individual success)
Options for Integrating
Math Study Skills into Curriculum
• Integrate study skills into math labs attached to
math courses
• Training tutors and other academic support staff
in math study skills
• Math anxiety and test taking workshops
• Math study skills course
• In the math course
• College success course
• Learning labs, math and counseling
departments
Good News! Students can change!
Web Resources
• Limited Math Study Skills Evaluation by Dr. Paul Nolting (Bottom of
the Web page)
http://www.academicsuccess.com/
• Title 3 Practice Placement Test Resources (Accuplacer)
http://www.mccfl.edu/pages/1484.asp
• Title 3 Research and Presentation by Dr. Paul Nolting and others
http://www.mccfl.edu/pages/2092.asp
Student Math Practice and Learning Site
http://www.academicsuccess.com
Web Resources
• American Math Association of Two Year Colleges
http://www.amatyc.org
• Beyond Crossroads by the American Math Association of Two Year
Colleges
http://www.bc.amatyc.org
• Math Research and Study Skills by Dr. Paul Nolting and others
http://www.academicsuccess.com/research/math.php
National Developmental Education Association www.nade.net
Student Life Skills Report (Data Trend31) by Dr Patricia Windham,
Associate Vive-Chancellor for Evaluation (850-245-9482):
www.fldoe.org/CC/OSAS/DataTrendsResearch/Data_Trends.asp
Contact Us for Follow-up Conversations
Noltinp@www.scf.edu
941-951-8160