Over coming preconceptions
One thing I get a lot as a math/stats instructor is a negative attitude towards math. Many people come into my classes with the attitude they hate math and they are no good at it (something that sticks with them from high school). It can be a challenge to get them to keep an open mind. How do other math instructors allow help students turn these weaknesses into strengths?
Tamara ,
What a great post from another victim of in my head math issues. I truly had not thought about the time component regarding math. I am sharing this with my colleagues I was the slowest person in my class for math races. . . on the board. (Scarred here). :) Thank you for making all of us think. Anyone else want to add?
Dr. Kelly Wilkinson
Hello all!
Chiming in here as a life-long member of the "Society for the Mathematically Challenged" (this is a thing right?!) ;)
Anyway, in graduate school I did a few informal assessments and case studies with some students who had self-identified themselves as mathematically challenged. What I found is that not only did their fears come down to specific teacher experiences and lack of relatable/real life examples (mentioned above)but also to a perception of time pressures.
Many participants reported that math educators seem to value the ability to do math quickly as much as they do with the ability to do math correctly. This begins back in first grade when we are given our first addition/subtraction timed test and continues through college when students are handed a final exam with one question on it and 50 minutes to arrive at one, singular answer. Student after student told me that when the time pressures weren't present--they felt they could retain more material and perform more confidently.
So anyway, I am not sure if time is an element that is considered/controlled for in your course--but I just wanted to impart that it surely contributes to some of the anxiety/negativity that your students are expressing. Good luck!
Victoria,
AMEN! I am one of those students that struggled in math until you made applicable to real life. There so many resources that can help students make those connection. it is really hard to explain to students that you DO use algebra every day! Stay on course my friend!
Dr. Kelly Wilkinson
I am not an online instructor, but I tutor many online students, several of whom struggle with their online math course. I have found that many of these students avoid the course because of past negative associations with it as well as a lack of awareness of how it will be used directly in their chosen career - Personal Training. Algebra can seem pretty abstract unless it is put in the correct context; instead of "Given a, b, and c, find x, present the same problem as "Given your client's age (a), current weight (b), and height (c), find his or her ideal body weight (x)." Though it is exactly the same problem, this simple association makes all the difference in the world and now has meaning and purpose that students can much more easily accept and grasp.
Krystal,
I agree! I actually use a spreadsheet that an engineer developed for a betting game. It had beautiful equations built in and students loved it and were shocked that everything ran on an equation.
Dr. Kelly Wilkinson
Leah,
That is frustrating. In my humble opinion, students are not taught how to use math in real world experiences. They also have no confidence in their ability to do math. Small victories equal better attitude.
Dr. Kelly Wilkinson
I think it can be helpful to show them where they use math, successfully, without even realizing it. Balancing a checkbook, working out measurements for furniture/crafts, sports statistics, etc.
