How to Overcome Mathphobia (a hatred of Math) and Be a Success in Math

I HATE Math!

I teach Mathphobics on the college level who aren't always thrilled to be in my math class. Last week, as the students were entering and finding seats, I was greeted with, “Math is my worst enemy!” I guess this particular student was waiting for an impending Math Attack. But then I began thinking, “Should this student wait to be attacked or learn how to approach and conquer the enemy?” Since winning any battle requires forethought and planning, here is a three step battle plan for Mathphobics.

1) Determine why math is your enemy. Did you have a bad experience? Were you ever made to feel stupid, foolish, or brainless? Did your parents say they didn’t like math, and it was a family heredity issue? (One of the curious characteristics about our society is that it is now socially acceptable to take pride in hating mathematics. It’s like wearing a badge of honor or is that dishonor? Who would ever admit to not being able to read or write?) Math is an essential subject and without math, not much is possible...not even telling time!

2) Be optimistic. Suffering from pessimism when thinking of or doing math problems makes it impossible to enjoy math. Come to class ready to learn. At the end of class, write down one thing you learned or thought was fun. I realize math teachers are a big part of how a student views math. In fact, one of the most important factors in a student’s attitude toward mathematics is the teacher and the classroom environment. Just using lecture, discussion, and seat work does not create much interest in mathematics. You've been in that class. Go over the homework; do samples of the new homework; start the new homework. Hands-on activities, songs, visuals, graphic organizers, and connecting math to real life engage students, create forums for discussion, and make math meaningful and useful.

3) Prove Yourself. Take baby steps, but be consistent. Faithfully do the homework and have someone check it. Don’t miss one math class! You can’t learn if you aren't there. Join in the discussions. Think about and write down your questions and share them with your teacher or with the class. Study for an upcoming test by reviewing 15 minutes each night a week before the test. Get help through tutoring, asking your instructor, or becoming a part of a study group. Keep in mind, no one is destined for defeat!

So don’t just sit there and wait for the dreaded Math Attack. Meet it head on with a three step battle plan in hand!
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Math courses are not like other courses. To pass most other subjects, a student must read, understand, and recall the subject matter. However, to pass math, an extra step is required: a student must use the information they have learned to solve math problems correctly. Special math study skills are needed to help the student learn more and to get better grades. Toprchase 20 beneficial math study tips, just download this resource.

What To Do With Those Annoying Cell Phones in the Classroom

Most of us can't live without our cell phones.  Unfortunately, neither can our students.  I teach on the college level, and my syllabus states that all cell phones are to be put on "silent", "vibrate", or turned off when class is in session.  Sounds good, doesn't it?  Yet, one of the most common sounds in today's classrooms is the ringing of a cell phone, often accompanied by some ridiculous tune or sound effect that broadcasts to everyone a call is coming in.  It’s like “technological terror" has entered the classroom uninvited.  Inevitably, this happens during an important part of a lesson or discussion, just when a significant point is being made, and suddenly that "teachable moment" is gone forever.

What are teachers to do?  Some instructors stare at the offender while others try to use humor to diffuse the tension. Some collect the phone, returning it to the student later.  A few have gone so far as to ask the student to leave class.

In my opinion the use of cell phones during class time is rude and a serious interruption to the learning environment. What is worse is the use of the cell phone as a cheating device.  The college where I teach has seen students take a picture of the test to send to their friends, use the Internet on their phone to look up answers, or have answers on the phone just-in-case.  At our college, this is cause for immediate expulsion without a second chance.  To avoid this problem, I used to have my students turn their cell phones off and place them in a specific spot in the classroom before the test was passed out.  Unfortunately, the students’ major concern during the test was that someone would walk off with their phone.  Not exactly what I had planned!

It's a CUTE sock and
perfect for a cell phone!

A couple of years ago, a few of us in our department tried something new.  Each of us has purchased those long, brightly colored socks that seem to be the current fashion statement.  (I purchased mine at the Dollar Tree for $1.25 a pair.)  Before the test, each student had to turn off their cell phone, place it in the sock, tie the sock into a knot and place the sock in front of them. This way, the student still had control over their cell phone and could concentrate on doing well on the test, and I did not have to constantly monitor for cheating.

At the end of the semester, we compared notes.  Overall, we found that the students LOVED this idea.  Many said their students were laughing and comparing their stylish sock with their neighbor's.  I was surprised that a few of the students even wanted to take their sock home with the matching one – of course.  So here is a possible side benefit....maybe socking that cell phone away caused my students to TOE the line and study!

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Need more ideas for helping with those annoying classroom irritations? Here is  resource that offers a number of practical and realistic ideas about classroom management and how to eliminate those day-after-day aggravating and annoying student problems that keep resurfacing in your classroom. It is perfect for novice teachers, beginning teachers or for student teachers. It is also a good review for those who have been teaching for a number of years.

Master Plane Geometry by Using Number Tiles to Solve Geometric Math Puzzles

My college students will soon start the unit on plane geometry.  I love teaching geometry because it is so visual, but there are others who despise it because of the numerous new words to learn.  In fact, our plane geometry unit alone contains over 50 terms that must be learned as well as understood.

I have found that with my students, mathematical language is either a dead language (It should be buried and never resurrected!), a foreign language (It sounds like a different language from a far away country.), a nonsense language (It makes no sense to me - ever!) or a familiar, useful language. Many times, they are unduly frustrated because mathematical language has never been formally taught or applied to real life.  For example, many primary teachers will have their children sit on the circle when in fact, the children are sitting on the circumference of the circle.  What a wonderful, concrete way to introduce children to the concept of circumference!  Yet, this teaching moment is often missed, and circumference doesn't surface again until it is time to teach the chapter on circles.

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Because I believe it is important to find different ways to introduce and practice math vocabulary, I created a new resource for Teachers Pay Teachers entitled: Geometric Math-A-Magical Puzzles.  It is a 48 page handout of puzzles that are solved like magic squares. Number tiles are positioned so that the total of the tiles on each line of the geometric shape add up to be the same sum. Most of the geometric puzzles have more than one answer; so, students are challenged to find a variety of solutions.

Before each set of activities, the geometry vocabulary used for that group of activities is listed. Most definitions include diagrams and/or illustrations. In this way, the students can learn and understand new math words without difficulty or cumbersome words. These 21 activities vary in levels of difficulty. Because the pages are not arranged in any particular order, the students are free to skip around in the book. All of these activities are especially suitable for the visual and/or kinesthetic learner.

A ten page free mini download of this item is available if you want to try it with your students. Check it out!