Improve Math Success Learning Strategies Apps Memory Aids

Improve Math Success: Learning Strategies, Apps, Memory Aids, 3 -D Accommodation and Substitutions AHEAD 7 -12 -19 Dr. Paul Nolting, Learning Specialist Hillsborough Community College, Tampa FL Pnolting@aol. com Aimee Stubbs Accessibility Services Director St. Petersburg College Stubbs. aimee@spcollege. edu Copy right 2019

Workshop Agenda Research on success variables Types of disabilities and problems affecting learning Research on integrating math study strategies into the classroom, labs, courses, workshops, ODS How learning math is different – Stages of Memory Assessment of math study skills & test anxiety Understanding and reducing test anxiety Math study strategies for individuals, workshops and courses – using My Math Success Plan workbook

Workshop Agenda Processing Deficits and Their Effects on Math Learning Apps Accommodations with 3 -D Examples Individual College Math Success Plan- Example Intellectually Challenged Students Course Substitutions – States and Courses Course Substitution Process OCR cases Student Cases Collaboration with departments for math success

Variables Contributing to Student Academic Achievement (Bloom, 1976) Placement Aptitude Grades Learning speed Cognitive Entry Level Skill TBI + LD IQ ADHD (Pre-requisite Skills/Learning) 34% - 50%? Challenged Quality of Affective 25% Instruction Characteristic 41% Pre-requisite skills 25% ? Math Self-efficacy Locus of Control Math/general study Tutor/LRC training skills – classroom, tutor Study Skills Learning preferences Anxiety/PTSD center, LRC and online Motivation Re-design models Persistence Mindset Co-requisite My Success Plan Math history Accommodations

Definitions of Math and Other Disabilities Acalculia – inability to read or write numbers in that individuals can not perform calculations or having impaired spatial organization Dyscalculia – failure to develop math (arithmetic) competences that is not due to a brain injury or mental impairment Dysalgebria – students with average to above average IQ can master calculations but can not master algebra (Nolting, 2000). Dyslexia – is not a math learning disability but may cause math learning problems due to misreading or miscopying numbers and letters. Dysgraphia – is not a math disability but may cause math learning problems due to poor hand writing and copying from the board.

Learning Problems Affecting Math Grades Incorrect course placement Mismatch of teaching styles and course design-Co-Reck Lack of math study skills Math and test anxiety Posttraumatic Stress Disorder (PTSD) - a life-threatening event like military combat, natural disasters, terrorist incidents, serious accidents Learning Disability (LD) – neurological cognitive processing deficits in STM, WM, LTM or Fluid Reasoning (FR) Traumatic Brain Injury (TBI)- STM, executive function, FR Attention Deficit Disorder (ADHD) - STM, executive function attention/concentration problems/co-morbidity Not having a math success plan – Start plan now

Maximize Students’ Affective Characteristics The Math Anxiety – Performance Link: A Global Phenomenon (Foley, A. E. et al, 2017) - Students across the world have math and math test anxiety causing worldwide failures in math classes, STEM programs and lower economics. Sources of Self-efficacy of Community College Students Enrolled in Developmental Mathematics (Zientek, Fong & Phelps, 2017) - Four sources explain 35. 8% of variance. Readiness, Behavior and Foundational Mathematics Course Success (Li, Zelenka. 2013) JDE (Placement and Study Behaviors predict math success)–Carnegie Foundation

Maximize Students’ Affective Characteristics When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math (Beilock, 2012) – Thinking about doing math homework can activate pain receptor however doing math homework did not activate pain. Could be the same with writing papers. So procrastinate to reduce pain. Student Success in Developmental Mathematics Courses (Zientek, L. R. et al, 2013)–Affective Characteristics – 41% Student Perceived Interference to College and Mathematics Success (Acee, 2017). - Students indicated that 71% of their interference to college success was mathematics, strategic learning and economics

Stages of Memory Hand out • Sensory input is when an individual physically takes in the information. TBI, PTSD • Sensory register is when the mind neurologically accepts the information. TBI, PTSD • Short-term Memory is when the brain receives information and stores it for a brief time. TBI, LD? Forgetting = Information not input or registered.

Stages of Memory Working Memory is like RAM in a computer that can send or recall information and is part of executive function. TBI, PTSD, LD? Long-term memory is a storehouse of material that is retained for long periods of time. LD? TBI? Abstract Reasoning uses recalled concepts to make new meaning and understanding without using language. TBI, LD? Memory Output is recall learned facts and/or concepts. TBI, PTSD, LD? Forgetting = Information not Understood

Guidelines for Integrating Study Strategies Continually tell students that study strategies help them save time in the long run and learn more productively. Workshops and courses - Math study skills workshops and teach courses - Vets Tutors support – integrate study skills and apps Individual support Work with student use My Math Success Plan workbook

Winning at Math Study Skills How Learning Math is Different & Take Control How Improving Listening & Note-taking How to Improve Study Environment, Time Management & Reading How to Improve Homework Techniques Managing Anxiety and Taking Math Tests Assessing and Using Your Memory and Math Learning Strategies

How Learning Math is Different and Why It Pays Off Curriculum progresses four times as fast. Most deep learning is outside of class. Math/science requires sequential learning Students must demonstrate concepts Math/science is a foreign language. Math is like a sport, puzzle or music. It is socially acceptable to fail math. Online/modular courses require Learning math requires more independent learning special study strategies Let students discuss their math and habits – Let the learning problems. students discuss Discuss the concept, more math attitudes towards math means more money you will make.

Math Study Skills Evaluation – VII 1. Web based program unlimited 2. Personalized, diagnostic and prescriptive 3. Make study skills suggestions 4. Computer print out makes Winning at Math chapter and page number suggestions 5. Chapter suggestions for My Math Success Plan student workbook for students with disabilities and Wounded Warriors 6. Handout Math study skill can also improve the success of students with disabilities

Math Study Skills Evaluation IV Joe College, the overall result of your evaluation is a score of 61. 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. You have a score of 53 in Study Effectively, which measures the understanding that studying for math, is different than other subjects. It also measures your effective use of study place(s), study schedules, study tools, and motivation. WAM reference chapters are 1, 4 and 9 You have a score of 62 in Memory and Learning, which measures the understanding of learning styles, learning process, as well as developing a learning plan and memory strategies. WAM reference chapters are 2 and 5. You have a score of 58 in Reading and Homework, which measures the understanding of the syllabus, along with developing reading and homework strategies to improve math learning. The WAM reference chapter is 7. You have a score of 57 in Classroom Learning, which measures the ability to develop listening strategies, note-taking systems as well as the ability to ask questions. The WAM reference chapter is 6. .

Math Study Skills Evaluation - IV You have a score of 61 in Test Anxiety and Test-Taking, which measures the understanding of the effects of test anxiety, how to reduce test anxiety, how to take tests and how to analyze test results. WAM chapters are 3 and 8. 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 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. 16 -23 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

M Managing Test Anxiety: Causes & Solutions Association of grades with worth. – learned Poor math study skills. Previous embarrassment from teacher, students, family (third grade). Learning style does not match redesign. Solutions – Relaxation techniques, positive cognitive statements & math study skills Disability? Anxiety strikes all types of students

ODS Staff 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 Web-Based Test Anxiety Reduction Program) Praise students for coming to you for help Don’t “lecture” the student Refer them to My Math Success Plan student workbook

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.

Math Note-taking System Three Column Method Need to use apps to support note-taking and tutoring Key Words/Rules/ Properties Examples/Problem Steps Explanations and questions I need to ask myself

Keywords Examples Natural Numbers 1, 2, 3, 4, 5, 6, …. . Integers …-3, -2, -1, 0, 1, 2, 3, … Rational numbers Irrational numbers Real Numbers Explanation 2/3 , 3/8, -5/6, 8/1, … , π , 1. 2673964. . . -2, 4/9, 5, , π , 2/3 Counting numbers beginning with 1 Positive and negative counting numbers A quotient of 2 integers Non –terminating decimals Rationales + Irrationals

Apps – Handout Recording/Note-taking apps Smart Voice Recorder – Recorder and label recording • Evernote – Type in notes, take photo of notes, record notes, attach a file, hand write and sync with computer. • Voice Recorder - can record information on your smart phone. • Photos - Can show photos of problems from the board or any written material to your tutor or instructor. • Video Recorded - Can video record lectures or tutoring. Smart Pens - records exactly what you hear and stores it. Sonocent – can record lectures, turns audio into visual blocks; colored highlighting, and combined photos and text notes.

Ten Steps to Doing Online Homework 1. 2. 3. 4. 5. 6. 7. 8. 9. Review related textbook material. Review appropriate notes. Do homework neatly. Must write down problem and every problem step. Understand reasons for problem steps instead of using the click and go method. For difficult problems use the resources provided by the software (videos /tutor line). Finish by working a problem successfully. Recall or write down important concepts. Use apps & develop virtual note cards by using www. studystack. com. 10. After two clicks take notes 11. Don’t get behind – you could get locked out. Learning from online homework is more difficult than text book homework

Apps - Handout Learning Math and Checking Answers: • Algebra Tutor- solves arithmetic and algebra problems. • Algeo – squares, sin, cos, graphing solutions, and f(x). • Photomath – take pictures of equations and solves them on your phone. • Wolfram Algebra app - Algebra for college

Apps and Web Sites • Web Math Algebra - https: //tinyurl. com/c 4 bo 7 gf - This is a free site to help solve algebra problem. • Equat. IO–Math/STEM instructors/students creates math formulas, equations & graphs; dictate, write, type, export • Wolfram Alpha - http: //www. wolframalpha. com/ - This site does all math and science levels. • Khan academy - Has videos on solving math problems • You. Tube - Has videos on doing all levels of math and STEM

Ten Steps for Taking Classroom or Online Tests 1. Memory Data Dump 2. Preview Test 3. 2 nd 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 Online tests- Can your review questions? “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. ”

Cognitive Processing Skills Affecting Math Learning Auditory Processing Speed Visual-Spatial Thinking Skills Short-term Memory Working Memory Long – term Memory Fluid Reasoning Handout

Auditory Processing Deficit Definition: Students with auditory process problems have difficulty synthesizing words and understanding words in noisy classrooms. These students may misinterpret words or not “hear” the words. This is not a hearing problem or short term memory problem. It is a problem of misinterpretation of words spoken words. Primary Affected Areas: sensory register, short term memory – Not significantly related Observable Behaviors: students misunderstanding math vocabulary; difficulty solving word problems; difficulty reading the text and understanding lectures

Processing Speed Deficit Definitions: Students with a visual speed processing disorder have great difficulty quickly recognizing numbers and conceptually similar visual objects. A student with visual speed processing disorder is able to visually process but very slowly. Primary Affected Areas: sensory input & register; significantly related to math & PTSD Common Observable Behaviors: re-reading sentences & paragraphs; scanty notes or no notes at all; very slow in completing homework, very slow in doing on line homework, very slow in completing tests, having difficulty quickly recognizing variables and math symbols, problems with automaticity

Short-term Memory Processing Disorder Definition: Short-term memory disorder is categorized as auditory memory. It is the difficulty in keeping information in short term memory long enough to transfer it into working or long term memory. Also it is the automaticity of rearranging numbers in your head. Primary Affected Areas: Subsequent effects on the long-term retrieval, working memory, long term memory, and abstract reasoning. Students who cannot hold information for more than a few seconds cannot use it to rehearse or recall from working memory. TBI - Not significantly related Observable Behaviors: Auditory: forget oral instructions; difficult to be group learner; ask questions about recent information; can’t hold on to steps long enough in mind to understand concept; difficulty in manipulating numbers in you head; difficulty in switching number in an equation presented verbally; some problems with abstract learning

Visual-Spatial Thinking Processing Stages of Memory Deficit Definitions: A student with a visual- spatial processing disorder has great difficulty in recognizing and synthesizing visual information. The student also has difficulty remembering visual information and remembering it in the correct order. Primary Affected Areas: sensory input & register; short term memory - Not significantly related Common Observable Behaviors: re-reading sentences & paragraphs; “chicken scratch” notes or no notes at all; problem solutions all over the page; numbers miss-aligned; copying down incorrectly; difficulty reading tutor/instructor handwriting; facial gestures while looking at something; misreading variables and numbers such as b for d or 9 as a 6 or + for x

Working Memory Processing Deficit Definitions: Students with working memory disorders have minimal ability to retain a large amount of information in active memory in order to understand concepts. Students also have problems manipulating that information to solve problems. Low RAM Primary Affected Areas: Abstract/fluid reasoning, Long-term memory; Memory output; Any learning task that involves using complex pieces of information or concepts; math problems that require using multiple concepts at the same time to solve; Significantly related to math TBI, PTSD- Sub? Observable Behavior: Confusion on multiple step assignments; Student may understand each concept but can not organize the steps in order to solve the problem. tired and frustrated after a short period of studying

Comprehension-Knowledge (LTM) Processing Deficit Definition: Students with long-term memory problems have minimal ability to store information for a long period of time. The length of time for which students can hold information may vary. For instance, a student may learn material during one monthly unit and not remember it during the next unit. On the other hand it could be that a student remembers how to work a math problem one day and then forget how to do it the next day. Primary Affected Areas: working memory, abstract reasoning and long term retrieval; Significantly related to math – Sub? Observable Behaviors: holes in the foundation of concepts needed for further learning --- have to relearn information but remembers bits and pieces

Fluid /Abstract Reasoning Processing Deficit Definition: Abstract reasoning disorders keep students from being able to form concepts and solve abstract problems that include novel situations and extrapolating information. It is also the inability to identify relationships with unfamiliar concepts and making inferences. Primary Affected Areas: working memory, long term memory, memory output, all dependent on the level of critical thinking required highly; Significantly Covalence Atomic structure Covalent bonding compared to ionic means. . . Electron s related to math-TBI-Sub Observable Behaviors: need for repeated instruction as if information was never learned; repeated blank looks; ability to mimic processes but not apply them, not making inferential leaps; can’t generate alternate problem solving strategies.

Education Accommodations Student 1. Graph paper 2. Formula sheets/cards 3. Develop mental cheat sheets 4. Color assign numbers and symbols 5. Problem on left side of paper and calculations on right 6. Use capital letters with a lot of white space 7. Graphing and talking calculators 8. Apps - record, take pictures, solve math problems 9. Math Study Skills Evaluation and My Math Success Plan text 10. Smart Pen, Sonocent 11. 3 -D Tutoring 1. 2. 3. 4. 5. 6. 7. 8. Record sequential steps or questions that the student and tutor have created Place same information on note cards Put information cues to music or rhythmic recitation Mental cheat sheets Construct tutoring session to include student giving verbal and/or visual feedback. Draw pictures for cueing Color code numbers and symbols- multi color pen Apps – recording, pictures and math problem solving

3 -D Accommodations Discuss on the use of 3 -D accommodations and how the accommodations can help different disability groups.

Math Testing Accommodations • • • Extended time Private quiet test area Formula sheet Fact sheet Memory aids: Key word list, Lecture notes, Definitions, Sample questions, Diagrams: Florida State Univ. Clarification of test questions Manipulatives Scribe and white board Pictures of problem steps One or two problems per page Break down test to sections/days with new memory data dump every time Math and Disability Handbook- Accommodations – Deficits

Intellectually Challenged Students Discussion on how to accommodate students with intellectually challenges Discussion on course substitutions for students with intellectually changelogs

Individual Math Success Plan Semester: Fall 2016 A. Student Information: Name: Paul College, Sophomore Disability: LD/ADHD B. Services: Tutoring thee times a week 1 hr-, Word processing training with a reading program, meet with DSS counselor C. Courses: Beginning Algebra, History, English II, Biology

Individual Math Success Plan D. Math Study Strategies: Use note-taking system , color code notes, develop a math glossary, use online note-taking system, learn relaxation techniques, use online test- taking system, analyze test results, use http: //www. wolframalpha. com/ to check my homework E. Educational/Testing Accommodations: Use phone apps to record parts of lectures/difficult tutored problems/time management , extended test time, private test room, calculator, enlarged tests F: Disability Information: Strengths- language skills, short-term memory, long-term memory and motivation. Weaknesses – visual processing skills, visual memory, reading and math study skills G. Semester Goals: 3. 0 GPA, B in math, improve math study skills, attend thee tutor sessions a week, use educational and testing accommodations, see my math instructor every two weeks.

Alternative Math Course Sequence • Elementary Algebra Statistics • Elementary Algebra Liberal Arts Math • Elementary Algebra Topics in Math • Math redesigns now by pass DE courses so make it an accommodation • Co-Requisite math courses: + & -

Office of Civil Rights & Student Cases OCR cases Course substitution – When to apply for sub – repeating math course – San Antonio College, CA - RCLD – 3 areas ADHD documentation - Students only need DMS code and clinical interview – No test scores. Forsyth Technical Community College Extended assessment time – Cannot just say no – Need to review each case individually-ADHD ? Do you see patterns? What are they? Sample student cases

Significant CHC Factors & Clinical Clusters for Course Substitution Working Memory Long-Term Memory Not Enough RAM Not Enough Facts Abstract Reasoning Not Enough Logic TBI, MTBI and PTSD – CHC and Clinical Clusters Can use research in Math and Disabilities Handbook (Nolting, 2012) to support accommodations and course substitutions

Course Substitutions • Introduction to Computers • Accounting I • Environmental Science • Business math • Astronomy • • Macro-economics Philosophy Earth/Space Science Math Courses-Lower • • • Oceanography Logic/Critical Thinking Physical Science Major Course Elective math course

Developing a Course Accommodation and Substitution Policy – New GA Policy • What are you now using to process course substitutions? • What are you now using to process course accommodations? • Guidelines for developing these policies How do students find out about making a request? Who determines student eligibility to make the request? Who informs the student about documentation for the request? Who helps the student prepare the request? Who receives the students request? Who is on the committee? Faculty, counselor, DRC, chairs, expert? Who receives the recommendation for approval or non approval? Who receives the appeal for due process? How does the institution record the decision? How is the student notified about the decision? How can you be consistent in the decisions? Use information in Math and Disability Handbook – Sold by AHEAD

Who and How do You Collaborate Academic Departments – Joint workshop, committees, Dept. meeting and suggested tutors Supportive Services – Joint workshops with Vets, committees, LRC and suggesting tutors) Students and Student Organizations – Presentation, needs surveys, resources, computer workshops, apps, success plans Student Success Committee – repeating students, students with disabilities and Wounded Warriors Administration Foundation – They have $

Web Resources • Math Success Blog http: //www. academicsuccessblog. com • Math study Skills Evaluation: • http: //www. academicsuccess. com/ • • Online Math Study Skills and Support Web site for classroom use http: //www. e. Math. Ready. com • Additional research on math study skills by Dr. Paul Nolting and others http: //www. academicsuccess. com My Math Success Plan (Nolting, 2013) which is a student workbook demonstrating how disabilities affect math learning and teaches math study skills (e. Book or print).