PART 2: MEAN MATH BLUES DR. M. DAVIS- BRANTLEY

Math Student Success Part II--Practice Put theory into practice: 1. Re-frame negative thoughts. 2. Dispel common math myths. 3. Adapt to their differences. 4. Maximize their minds.

1. How to re-frame My negative thoughts. “Yet” “For now” “At this moment” Effective Words for Re-Frames: Say “Math Affirmations”

Answer True or False to the following statements? 1. There is only one right way to work a math problem. 2. Math is always hard. 3. Only smart people can do math. 4. Mathematicians always do math problems quickly in their heads. 5. If I don’t understand a problem immediately, I never will.

3. We must adapt to our differences. Every brain is wired uniquely from heredity and from experience.

Maximize our minds A brain has 10 billion neurons

One neuron can make connections!

Don’t memorize! Grow solid dendrites and make good brain connections! (Note—There is a re-frame on this page!!)

To grow solid dendrites: Observe closely. Be active. Chunk. Get feedback soon. Consciously choose to learn. Use it or lose it. Have fun. Let it settle. Link words & actions. Link words & images.

from Howard Gardner Musical Naturalist Spatia l Verbal- Linguistic Bodily- Kinesthetic Logical- Mathematical Intrapersonal Interpersonal

Gardner’s (1983) Challenges traditional view of intelligence IntelligenceEnd StatesCore Components Logical-Mathematical Scientist, Mathematician Capacity to discern logical or numerical patterns and the ability to handle long chains of reasoning Linguistics Journalist, Poet Sensitivity to the sounds, rhythm, and meanings of words and sensitivity to different functions of language Musical Composer, Musician, Producer Abilities to produce and appreciate rhythm, pitch, and timbre. Appreciation of the forms of musical expressiveness Spatial Navigator, Builder, Engineer Capacities to perceive the visual-spatial world accurately and to perform transformation on one’s initial perception Bodily-Kinesthetic Athletes, Dancers Abilities to control one’s body movements and to handle objects skillfully Interpersonal Therapists, Salespersons Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people Intrapersonal Persons with detailed accurate self-knowledge: Nuns, Monks, etc… Access to one’s own feelings and the ability to discriminate among them and draw upon them to guide behavior, knowledge of own strengths, weaknesses, desires, and intelligences Take the Multiple Intelligences Test

Every learner has a different combination of learning modes.

Learning Styles Quiz Take out a pen and paper and record your answers.

Learning Modes Visual –Make lists –Take notes –Sit where you can see –Web notes

Learning Modes Auditory –Tape record lessons –Read aloud –Study with others –Talk about what you are learning

Learning Modes Kinesthetic –Participate actively –Ask and answer questions –Move around when you study –Work on chalk board

Retention after 24 hours if taught primarily by: Lecture 5% Reading 10% Audio-Visual 20% Demonstration 30% Discussion Group 50% Practice by Doing 75% Teach Others/Immediate Use of learning 90%

Get in the Zone Match skills to work –Have pre-requisite skills Set clear goals –Achievable –Measurable Get Feedback –Check answers –Tutor others

1. Re-frame negative thoughts. 2. Dispel common math myths. 3. Adapt to your differences. 4. Maximize your minds. In Conclusion