April 22 Chapters 7 and 8

Recognizing and Addressing Mathematics Difficulties

Do some of the mathematics difficulties come from trying to cover too much material each year?As teachers, we don't have control over that, but do agree there is too much material to address in depth. The old saying "a mile wide and an inch deep" still holds true.

"Despite higher standards and high-stakes testing, student attitudes about mathematics have not improved much." pg (170)

Alleviating math anxiety in the classroom:

• Teacher attitudes -
  Show the value of mathematics
  Create opportunities for success - "studies suggest that teachers need to build in a 70% percent success rate in order for students to remain engaged with work that is challenging enough to demand effort but easy enough to expect success." (pg 173)
  Display confidence in teaching mathematics
• Curriculum-
  Provide activities that train students to apply their knowledge
  Devote more time to new material, discovery and application
• Instructional Strategies -
  Develope meaning by showing practical applications that are relative to students
  Encourage students to make sense of what they are learning rather than memorize steps or procedures
• Assessments -
  Limit the number of tests and do not have timed tests
  Assess students on how they think about mathematics
  Use multiple methods of assessment-oral, written, or demonstration formats
  
  
  "Several research studies have shown process mnemonics to be particularly effective with students who have difficulties in mathematics." (pg 189)