Students Repeating Math
Courses: Way to Help Them
Pass
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NADE – 2009
Dr. Paul Nolting
Manatee Community College
(941) 752-5239
pnolting@aol.com
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Agenda
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• Research on Success in Mathematics
• Enhanced Prealgebra, Basic Algebra and
Intermediate Algebra Pass Rates
• Instructional Strategies
• Math Study Skills
• Lessons Learned
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Variables Contributing to Student Academic Achievement
(Bloom, 1976)
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Math history
Placement
Aptitude
Cognitive Entry Level Skill
and IQ
Grades
Quality of
Instruction
24/7 Web access
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Learning disabled
50%
Learning styles
Learning speed
25%
Self-concept
Locus of Control
Attitudes
Anxiety
Study Habits
25%
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Math study skills
Tutor training
Self-regulated learning
Paired courses
Life skills course
Institution-Wide Responsibility
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Input
Output
Productive Learning Experiences
Classroom teaching promotes active & deep
learning that nurtures self-regulated learners
Student learners who know how to learn in and
outside of the classroom
Academic support for both of the above
Overwhelmed;
Learned –helplessness;
No strategies
Campus-wide collaboration and common
philosophy
Building Self-Regulated Students
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Institution-wide policies & mandated programs
for developmental students
In control;
Self-efficacy;
A system of
strategies for math,
English, & reading
Reasons to Develop Enhance Courses
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• Student who repeat courses and have disabilities have low
pass rate
• Disabled Students needed different instruction
• Students with low CPT scores in Arithmetic need more
basic instruction
• Students who repeat need multimodality instruction which
could require learning styles assessment
• Students who repeat and who are disabled have poor math
study skills and test anxiety
• Unsuccessful math students may have developed a
learning helplessness mode
• Unsuccessful math students support each other
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Course Description
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• Create more time on task.
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– Enhanced Prealgebra and Basic Algebra (5 credits)
Meet 5 hours, including lab with instructor
– Intermediate Algebra (3 credits)
Meet 5 hours with instructor
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Enhanced Prealgebra, Basic Algebra and
Intermediate Algebra for Repeating
with Disabilities
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Math Course
Avg. Pass Rate Avg. Pass Rate
Pilots
Non-Pilots
Prealgebra *
48%
33%
Basic Algebra
67%
33%
Intermediate
Algebra
70%
40%
•Includes students on first attempt who scored
below 30 on Arithmetic Accuplacer
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Needed Student Information
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• Use survey(s) to gather information.
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Math background of students
Reasons for taking the class
Obstacles for not passing the class
Future plans
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• Learning Styles Inventory, Test Attitude
Inventory, Math Study Skills Evaluation
• Form groups.
Management
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• Use Interactive Lesson Outlines for notes.
• Require a notebook.
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• Offer traditional and online homework.
• Grade attendance and homework on effort.
Motivation
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• Reinforce community as semester unfolds.
– Periodic group work done in class
– Group assignments/quizzes
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• Offer 2nd attempts on tests.
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– Classroom Assessment Techniques (CATS)
Manipulatives
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Graphing Boards
Foam Tiles
Integers
Dry-erase Boards
Algebra Tiles
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Movement
• Teach with mnemonic devices and songs.
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– Substitution ~ Plug it in, plug it in
– Exponents ~ Moving on up (to the top)
vs. going down
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– Shading number lines ~ Shade “to the left, to the left”
Math Study Skills Content
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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
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Learning How Math is Different
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Curriculum progresses twice as fast.
Most deep learning is outside of class.
Math requires sequential skill learning.
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Students must learn how to structure learning math to match their own learning styles.
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Students must demonstrate they understand the concepts, not just mimic the problems
Math is a foreign language.
Math is like a sport, puzzle and music.
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Each instructor teaches differently, and students must adapt learning strategies.
Learning math will pay off.
Let students discuss their math learning problems.
Discuss the concept of the more math you learn the more money you will make.
How to Reduce Test Anxiety
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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
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Class Note-taking System
Three Column Method
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Math Problem
Key Words/Rules/
Properties
Examples/Problem Steps
Explanations and questions I need to
ask myself
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Ten Steps to Doing Math Homework
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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.
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Learning from homework
= Doing homework
Ten Steps to Doing Online Homework
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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.
9. Develop virtual note cards by using
www.studystack.com.
10. Don’t get behind – you could get block out.
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Learning from online
homework is more
difficult than text book
homework
Taking the Test:
Ten Steps for Taking a Test
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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
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“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.”
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Six Types of Test-taking Errors
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Misread Directions
Careless Errors
Concept Errors
Application Errors
Test Procedure Errors
Study Errors
This is why
they invented
the eraser!
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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 a right 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.
Web Resources
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• 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
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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
Web Resources
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• Math Study Skills Evaluation – free Web site
www.Acacdemicsuccess.com – bottom right corner
• Student Math Practice and Learning Sites
http://www.academicsuccess.com/studentResources.html
• 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
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We Can Create …
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Success in Math
Believers
Decision Makers
Graduates
Role Models
Self Confidence
New Opportunities
Goal Setters
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Students who say, “I like math!”
Lessons Learned
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• Prealgebra students with weak arithmetic
skills need special instruction.
• Repeating students need something new to
hold their interest.
• Students need Math Study Skills.
• Students with disabilities benefit from
multi-modality instruction.
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