19 Strategies to Banish
Fear from Your Math
Classroom
Dr. Christina Holland,
Marietta High School,
Marietta, GA
Math is hard!
• It can’t be faked or fudged
• Math builds on itself
• It’s a moving target
(common core vs other methods)
• Students are trained to fail,
and to expect failure
What makes them sweat?
• Fear #1: Too many steps! (overwhelm)
• Fear #2: Word problems
• Fear #3: Graphing
• Fear #4: “This problem isn’t like the example …”
• Fear #5: Getting lost in the calculations
Fear #1: Too many steps!
IEP Strength:
“In math, John does well at solving 1-2 step algebraic
problems, and can be successful with multi-step problems
when provided with similar examples to work from.”
IEP Need:
“John will often become lost on long multi-step
mathematical processes and will need to be guided back
on track to find the next step. He also struggles with
retaining the concepts and processes from one class
period to the next.”
IEP Goal:
“When given a worksheet of multi-step
equations/inequalities with one variable, the student will
independently solve the equation/inequality with 80%
accuracy.”
Fear #1: Too many steps!
• Avoid the wall of equations
• What looks like “one problem” is actually many
problems
Sample Problem:
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•
•
•
Strategy #1: Break it down
Strategy #2: Color coding
Strategy #3: Flow chart, to-do list
Strategy #4: Play to their strengths
The problem is the amount of expected work for
“one” problem:
Skills required:
FACTOR
Find a common denominator
and multiply
Solve the NUMERATOR
Distribute
Combine like terms
FACTOR
Get all terms to one side,
to solve a quadratic
Solve a 2-step equation
(subtract, then divide)
Check for extraneous solutions
If they can’t distribute, how can you
know whether or not they can solve
-5x+14=0?
They won’t get that far.
FACTOR
Find a common denominator
and multiply
Solve the NUMERATOR
Distribute
Combine like terms
FACTOR
Get all terms to one side,
to solve a quadratic
Solve a 2-step equation
(subtract, then divide)
Check for extraneous solutions
Strategy #1: Break the “one” problem into many,
so students can show the parts they know, and you
can tell where EXACTLY they need help.
Strategy #2: Color code
the steps
Strategy #3: Flow Charts, todo lists, graphic organizers
Strategy #4: Play to their
strengths
•
•
•
•
Be ready to pivot the way you teach it
Cheers and songs
Hands-on (skittle algebra)
Hands-on with Tech:
http://nlvm.usu.edu/en/nav/category_g_4_t_2.html
(google “NVLM” : National Library of Virtual Manipulatives)
Strategy #4: Play to their
strengths
• More Hands-on: https://itunes.apple.com/us/app/algebratouch/id384354262?mt=8
Algebra Touch app for iPhone and iPad
Fear #2: Word problems
Strategy #1: Teach the math vocabulary.
Fear #2: Word problems
Strategy #2: Avoid the wall of text!
• Separate out the sentences
• Bold, underline,
font size
• Break things up visually
• Identify the actual QUESTION.
Ansley takes twice as many hours to clean the
garage as her sister Betsy. When they both work
together, they can clean the garage in 6 hours.
How many hours would it take Betsy to clean the
garage alone?
How many hours would it take Betsy to
clean the garage alone? (x=number
of hours for Betsy alone)
• Ansley takes twice as many hours to clean the
garage as her sister Betsy. (2x)
• When they both work together, they can
clean the garage in 6 hours.
Strategy #3: Give the form of the equation(s)
Strategy #4: Color code to map the words to the equation
How many hours would it take Betsy to clean the garage
alone? (x=number of hours for Betsy alone)
• Ansley takes twice as many hours to clean the garage
as her sister Betsy. (2x)
• When they both work together, they can clean the
garage in 6 hours.
Strategy #5: Use more
than just words!
Ms. Lady’s kindergarten class rented and filled 1
van and 2 buses with 29 people to go to the
fair.
The first grade classes at Westside Elementary
rented and filled 3 vans and 4 buses with 63
people .
Find the number of people in each van and in
each bus.
1x + 2y = 29
3x + 4y = 63
Model drawing approach
(Can also be done with counters and
containers.)
=29
=63
Model drawing approach
(Can also be done with counters and
containers.)
=29
=63 – 29 = 34
Model drawing approach
(Can also be done with counters and
containers.)
=29
=34 – 29 = 5
in each van
Model drawing approach
5
= 29 – 5 = 24 students in 2 buses
Answer: 5 students in each van,
and 12 students in each bus
Fear #3: Graphing
We’re not talking about this anymore:
Or even this:
Now it’s more like this:
So how can we teach kids to handle complex graphing?
Why is graphing so hard?
o X versus Y:
Which is which? Why?
o Decimals and negatives:
I can put the point (3, 5) on the graph.
But where do I put (-2.7, 6.4)??
o Arbitrary seeming rules:
Graph dotted lines for the asymptotes.
Then put points for the x and y intercepts, count
“up and over” for the slope, put open circles for
any holes …
o Vocabulary:
x-intercept, y-intercept, asymptote, end behavior,
slope, maximum, minimum, hole, open circle,
domain, range, …
• Strategy #1:
Break into steps
• Strategy #2:
Color code
vocabulary and
steps
Strategy #3: Technology!
1.
Strategy #3: Technology!
2. www.google.com
Strategy #3: Technology!
3.
www.desmos.com/calculator
Sliders show how the equation changes the graph
Fear #4:
“This problem isn’t like the example …”
Fear #4:
“This problem isn’t like the example …”
Strategies:
#1 Lots of examples
#2 Discuss similarities and differences
#3 Pick your battles
#4 Color coding the steps
#5 Have students explain to each other and the
class
Fear #4:
“This problem isn’t like the example …”
Strategies #6: Games!
Fear #5: Getting lost in the
calculations
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Where do decimals fit in?
Understanding fractions vs. decimals
Negative numbers
Don’t know number facts
Recognizing when answers are reasonable,
and not.
Getting lost in the
calculations: Strategies
• Number lines
– Post them. Use them
• Actively teach number sense
– think aloud
• Use reference sheets
(for multiplication tables, etc.)
• Technology
(calculators)
What strategies can you use?
• Fear #1: Too many steps! (overwhelm)
• Fear #2: Word problems
• Fear #3: Graphing
• Fear #4: “This problem isn’t like the example …”
• Fear #5: Getting lost in the calculations