Building Better Math Teachers

  It is very difficult to train, maintain, and retain teachers of all kinds in the US due to the expression of teacher value through testing. This could not ring more true for teachers in Mathematics from Preschool through College. While it is difficult to find good teachers in any subject, it is even more common to not be able to find enough teachers to teach Math. There are many factors involved in this scenario that include the tendency of our society to steer clear of math to not being able to properly train our teachers to be ready for the rigors of math education.

Gender stereotypes are still hurting our Math Education’s progress that will make the US more competitive with countries like Japan and Germany. Teachers who are anxious about the subject can pass on their anxieties to other students and girls pick up on these emotions better than boys, perpetuating the stereotype. However, since more students are going to college, researchers have found out that there is no difference in the test scores between boys and girls

  Most elementary education teachers, up to 6th and 7th grade Maths, are required to take a minimal amount of Math Education classes. It may seem that our children up to our middle school students might be ill-prepared for testing or problem solving if teachers are only required to take one or two classes of Math. In contrast, they receive more time in learning how to teach. Many times, it is taken for granted that college education curricula are not cohesive or extensive enough to cover all the K-6 learning standards in two semesters. The higher learning levels, which include Algebra through Calculus, receive more classes but not enough time in perfecting their teaching methods.

  While Schmidt makes some valid points in his evaluations, there are additional ways to attack the problem while building better college Math teacher curricula. Here are my suggestions for preparing better Math teachers for tomorrow’s classroom:

1.      Match the new teacher with a veteran teacher. Mentors can go over lesson plans and observe new teachers in the classroom in an informal way to provide immediate feedback. School systems that rely on feedback from Principal Evaluations are too far and few between.

2.      Hire new teachers as assistants to veteran teachers for the first three years of employment. This is the same idea as a mentor program and may aid in longer time in training. Plus, school systems can allow the new teacher to experience teaching various math subjects without being tied down to one particular classroom.

3.      Build training programs for in-service days specifically geared to reviewing Math material. Even English and History teachers should participate. There may be ways to design an Interdisciplinary Unit for the whole grade to follow.

4.      Allow teachers to build and experiment with various styles of learning. Do one unit based in Multiple Intelligence and another unit based on Inquiry and yet another based on a Theme. Build a portfolio and journal of new teacher works.

5.      Require new teachers to obtain their Master’s Degree in Teaching Math within a time limit. Not only will this boost the school system in how many teachers with Master’s Degrees it employs, it helps new teachers commit to their chosen subject area.

If school systems widely implemented ideas like these, they may find themselves with a strong set of teachers who are capable of building skills and students and may reduce the amount of teacher over-turn in the field.

Gardening as a Learning Experience

  Do you remember when you were a kid playing in the dirt? Did your mom fuss at you for getting covered in mud and hose you off outside before you could come in the house? Good times. Great memories!

  When we were kids, we did not think of such things as work or a chore. Over time, some of us lose our curiosity about the outdoor world as we trudge through daily life. We lose touch with nature and what made us, as children, question why things happen.

  Working out in the yard utilizes two of Gardner’s Multiple Intelligences; kinesthetic and naturalist intelligences. Pulling weeds requires your brain to activate on two levels. The naturalist intelligence has to determine which plant is a weed and which is a plant that you want to keep. When you pull the weed, you may have to dig deep if  it is a particular type of weed, like crabgrass, especially if you don’t want it to return. I have discovered, through sore muscles the day after, that I don’t use my kinesthetic intelligence enough.

The next time you think about working in a yard, I am sure your kids will get more than they bargained for and a few new neural connections to boot! Interaction with the natural world may even help boost their science scores! Here’s a few ideas:

§  If you live in an urban area, try a container garden! I live in a suburban area and have deer problems, so I container garden on my back porch. We even grew a watermelon!

§  Have your kids help design a flower or vegetable garden that they can call their own. Show them pictures on the web of what weeds look like and show them how to use the gardening tools.  

§  Identify native birds and animals. Build a birdhouse or feeder. 

§  Build a weather station. My family has done this several times with PVC piping and inexpensive supplies from a lawn and garden shop.

There are immediate health benefits to playing with nature.

§  The exercise! It may help get your kids out from in front of the TV and reduce their risk for obesity.

§  Fresh fruit or veggies will help teach kids how to eat a healthy diet. 

§  Improves hand and eye coordination and develops fine motor skills. 

So what are you waiting for? Grow something today!

Dysgraphia and Dyscalculia Discussion Session Planned.

  The people of Learning Connections and One Degree Forward are pleased to announce a joint ADD meetup session. The event will be held at the Blue Ridge Autism and Achievement Center Tuesday, May 4th, beginning at 7 PM. These meetups occur every 1st and 3rd Tuesday of every month. This session, we will be discussing two particular learning disabilities, Dysgraphia and Dyscalculia. We will discuss the elements behind each disability with suggestions on how to cope and resources to learn more about these very specific conditions! Spread the word!

Cathy Dick of One Degree Forward: Event Hostess

Amanda Wright of Learning Connections: Discussion Leader

Math Anxiety: A Personal Case Study

 Math anxiety is the major reason why I want to be in education. My liberal arts professors know I could be successful in any area of my choosing, as writing in those subject areas come easier to me than some students. Maybe it sounds like I’m bragging a bit, but I know I could maintain a near 4.0 average in English or History. Those subjects are in my bloodline, it is what my family is good at. When I went back to school, I wanted to do something that was meaningful and something challenging. I began my college career going back to the basics of Algebra and did not begin really struggling until Calculus II. And I thought, why am I having such a difficult time? I created a Math diary to figure out where the problem began. I did not have problems with the homework. But as soon as the test was slapped down on my desk, the old familiar feeling of panic and anxiety arose forcing a sort of “brain freeze.” So I have been researching this subject most of my summer to see what I could do to overcome my anxiety and help other students who I know are in the same boat desparately searching for that proverbial paddle.

  Math is often perceived to be more difficult. As if some people are born to do Math and the rest of the population is not. This is a myth. Anyone and everyone can do Math. There is no Math gene. Stop fooling yourselves and making excuses as to why you can’t do it. It’s a terrible disease in this country that special people are born to do Math. This also goes for the girls too. Research has shown that there is no difference in performance on standardized Math tests. The only difference appears in certain areas of Math where girls are really good with number theory and patterns and boys are more spatially apt. However, it could explain why more men are in engineering and more women are in the financial field.

  Recent studies have shown that Math Anxiety can begin as early as elementary school. Usually with a bad memory. Such as a poor test grade, meetings between the teacher and parents, etc. In many ways, by what most teachers perceive as “helping” could be breaking down the student’s self confidence.

If you are the parent, here is my advice:

§  Don’t freak out on your child. This may elevate already present levels of anxiety. Instead, calmly talk to them . Let them know that you had problems understanding Math (and I know every one of you has!) and that you are willing to help.

§  Do Math homework early and together. This will allow you to see where your child is having problems. If you think that your child might have Discalculia (refer to previous blog in June), have them tested as soon as possible so your student can be put on an Individualized Education Plan (IEP). Allow your child to take small breaks between groups of problems so it is easier on you and your child to get through it all. Plus, this time together can be used as a confidence builder!

§  Purchase books or games and visit websites that are Math-based. This will give you an assortment of materials to work with when your child does not have homework that night. For students with Math Anxiety, it is recommended that they spend up to an hour per day on Math.

§  Hire a tutor. There will be a point at which you can’t help your child anymore. How long has it been since you did a probability problem? Word problems? Algebra? As adults, if you don’t use it everyday, you lose it. Long Term Memory pushes old information into different areas of the brain or eliminates them to make room for new information. Such as, where are my car keys? Did I remember to pay that bill? Speaking of which, what is my account number? Yep, good old mundane daily living made you forget. That’s why I like using college students as well as teachers, they see it everyday and new studies are showing that students don’t learn any less by having a college student versus having a certified teacher. The difference may be that teachers can access different delivery methods.

For students

§  Read the above and don’t freak out!

§  Build an effective study group. Please visit my earlier blog post about effective study groups. It will help a lot if you have someone to collaborate with to understand the homework.

§  Don’t procrastinate. This will just fuel anxiety. Get it done so you can ask questions about the ones you had trouble with the next day when it is fresh on your mind.

§  Create a Math Journal. Again, please visit my earlier blog post about creating a journal so you can keep a running tab on how far you have come in the learning process and review what may need to be relearned!

§  Change you method of organization. I am blind in one eye and did not know that this can effect how I look at Math! Literally! I have to use graph paper because I lack depth perception and colored pencils so that it is easier for my eyes to distinguish between information. Students with Math Anxiety have problems with processing, encoding, and keeping Math ideas in Long Term Memory.

§  Learn how to relax. Use biofeedback signals to stop panic in its tracks! I use Tai Chi but even deep breathing can help.

It seems like a lot of work and it will be. Don’t get discouraged!

For teachers:

§  Be encouraging, always. Help them develop study strategies and organizational skills to cope with anxiety. Don’t tell them “You could have done better.” That only increases anxiety. Students with Math Anxiety have high standards of themselves, they don’t need anymore help beating themselves up. Instead, start a conversation with “it looks like you were having a bad day, would you like to tell me about it?” I know, it is hard to make time for students, but it is a necessity.

§  Make yourself available after school one day a week. This will give the students who are shy about their Math Anxiety time to go through recent lessons and get a firm grip on the material. You will also be able to have a better look at what might be causing memory interference and help develop strategies to overcome them.

§  Recommend a tutor and other aides to the parents and students. Parents and students trust your knowledge, skills, and background. Why would not they trust someone you recommend? My Algebra I teacher in middle school obtained a high school honor student to tutor me once a week. If it was not a good experience, I would not be bothered with this line of work.

Together, we can break this cycle of Math fears!

Verbal Connections: Learn a new language!

  The first language we learn is the language that our parents speak. For some of you, your first language may be something other than English. What do we consider a language? Language is how a culture communicates among each other. Your native language is not the only way in which to communicate.

  Math and music can be considered “universal” languages in such that they have a universally agreed upon form and pattern that anyone can recognize. Math and music, as a language, is a lifelong learning process. You can never learn everything that there is to know about these two languages. That is what makes them intriguing.

  There is also sign language which uses the whole body to express words, thoughts, and feelings to people who can not hear. Sign language is used in sports, not like formal American Sign Language, but coaches pass on information to players and players to their teammates. This is a great language to learn if you are not sure if you want to learn a foreign language.

  Which brings our focus to foreign languages. I had four years of French in high school. That was 20 years ago. Somehow, even without daily use, I can still remember quite a bit of it. My transfer college requires three semesters of a foreign language. Unfortunately, my high school French classes are far too old to count. The classes for French at my community college did not fit my schedule. However, Spanish is offered online. There are some pros and cons to online learning. These pros and cons can also crop up in a classroom that meets regularly. Here are some helpful tips, which helped me learn French quickly, that can help you learn any language!

§  Practice, practice, practice! To learn a spoken language, you must use everyday. The same principle applies to Math and Music. Mastering a language takes time and practice.

§  Make Flash Cards. Some textbooks offer online flash cards which are great because you can hear the word, repeat, and move onto the next word when you feel that you have mastered how to say it.

§  Look for additional online resources. They are out there and for every language. Here is one for Spanish that I may be using to create my own flash cards and use drills to make the language a bit more permanent in my mind.

§  Find a friend who has taken the language you are learning and have conversations. Part of the practice, practice, practice routine! My mom and I would talk to each other in French when we could to make it easier and more enjoyable.

§  Get your label maker and tag your vocabulary around the house! If you live with your parents, it may be best to get their permission first!

  Learning languages, especially when introduced at a young age, can help break down cultural barriers and bring about awareness of groups within your community.

 

Carpe Diem!

Dyscalculia is as prevalent as Dyslexia

Note: Since this article was first written, I have successfully pre-diagnosed three people, with confirmed diagnosis by a psychiatrist, with dyscalculia. Working one-on-one with these students every day for a minimum of an hour is a must. My recommendation is that the dyscalculic student not take any other strenuous courses during the same semester that they take their math class. As a tutor, you have to have the patience of a saint for students that are diagnosed with dyscalculia because you will not understand why they don’t “get it.”

  New research is showing that dyscalculia may be as prevalent among children at the same rate as dyslexia. Do you remember the kid in grade school who could not understand that 2+2 = 4? At some point we all struggle with Math, but when does it become a disability? Unfortunately, dyscalculia can be inherited and is noticeable as early as primary education. Many of the signs arise during counting exercises, organizing number patterns, and estimation problems.

  Once the problem is diagnosed many teachers and parents do not have enough resources to deal with dyscalculia. Luckily, foraging around the web for activities and help is readily available. Most of the activities involve manipulatives and games. As the school aids the students with Individual Educational Plans, parents will have to work with their child to help them catch up. You will want to hire a tutor as a guide and cheerleader for your student. Positive and consistent reinforcement will go a long way in helping your child cope with dyscalculia!

Here is a list of websites and resources with activities and strategies for parents, teachers, and students.

§  Activities for Students with Dyscalculia at eHow: Family

§  To Learn about the Types of Dyscalculia

§  Teaching Strategies

§  Dyscalculia.org

  I am really in love with the last link since it does talk about Math Anxiety as well. There is a lot more resources and help available since dyscalculia became a formal learning disability. Let’s turn this disability into an ability!

Sometimes Math can look like this jumbled mess to a dyscalculic!

Teach Your Kids How to Make Small, Positive Changes

So how are you doing with those goals you made around New Year’s Eve? Are you sticking with them? Or, like most people, have you already forgotten about those changes? Are you like me, who is still struggling with defining and figuring out how to implement them? Did you know that your kids pay close attention to what you do and how you do it? Mimicry is a tool children will use into adulthood. Why not show them how to make positive changes, ones that will reduce anxiety and pressure when obstacles present themselves?

I have always been a bit of a bull in a china shop when it comes to changes. I am also a person who bites off more than they can chew. People like me are usually called perfectionists. It is taking me a long time to “unlearn” perfection and to just go for the sake of learning itself. I am also a “scheduler,” meaning every moment in time is scheduled. I always have something to do at a particular moment. This is not good for my family, who are much more spontaneous than I am. Of course, there is a happy medium and I am determined to find it. Here are some guiding principles to live by with your children:

§  Life is what happens while you are making plans. Nothing is perfect. Help your kids recover when their routine is thrown off. Most kids need some time of unstructured play and discovery. Every moment does not have to be running from one activity to the next.

§  Life is a balancing act. How do you feel when you put in many hours of work and very little downtime? Teach your kids that there is a time for working and there is time to play. Remind them to take breaks from a long assignment. Many times, walking away for a few minutes can reduce stress related to that subject and help them come back to it more focused.

§  Try new time management techniques that allow for breaks. There are a lot of techniques that can help you and your child keep your focus on happiness while getting the chores done! I like the Pomodoro technique. Task for 25 minutes, play or rest for 5. It takes time to get used to. But it is great for nights home and on the weekends. Plus, I did not realize how unrealistic my goal expectations were until I learned how much could get done in 25 minutes! I have had to learn to break things down into smaller components!

§  Live in the moment. Most stress stems from thinking about tomorrow’s to-do’s or yesterday’s choices. Let it go. It will help your children build resiliency when they come across major life events down the road. Give yourself a break. Let your kids know that even adults make bad choices. The importance is to learn from them!

§  When contemplating big changes, like diet and exercise, start small. We forget this one all the time. We want our families to be healthy and happy. Make small changes that the family can do together and teach them the reason behind these changes and what the big goal really is. We have a country that uses too many chemicals in food and does not allow time for exercise. But start small so that each step sticks!

§  Un-schedule one day a month. Why? Too allow time for family bonding and fun! Do something different! Allowing time to do something different nurtures creativity!