|
The Student as Learner and the New Math Reform
by Paul Notling, Ph.D., Manatee Community College
Most students taking developmental or college level math courses have not been taught how to learn mathematics. They unsuccessfully use the same study techniques for their math as they do for their other courses. Even if these students have taken a study skills course, in most cases, math was never mentioned. According to Bloom (1976) 25 percent of a student’s grade is based on study skills and effective characteristics. Unfortunately, the result of poor math study skills is that there are too many students failing math.
To improve math education, the American Math Association of Two-Year Colleges (AMATYC) has published the CROSSROADS IN MATHEMATICS Standards for Introductory College Mathematics Before Calculus. While most of these standards focus on improving instruction, there are many that focus specifically on improving the student as a learner. Since this math reform movement requires students to learn differently, improving the methodology of how the student learns is just as critical as improving the quality of instruction.
Some of the new demands on student learning are collaborative learning, solving more word problems, using more sophisticated lab resources, increased use of the graphing calculator, and developing number sense. This list does not include the old learning requirements of note-taking, completing homework assignments, reading the text, understanding concepts, reducing anxiety, and developing test-taking skills. How can we expect the students to master the new learning requirements when most of them are unsuccessful with the old?
One solution to this problem is teaching students math study skills while they are taking a math course. Research has shown that pairing a math course with a math study skills course has significantly improved students' math learning and grades. This is not a new concept. As mentioned in "Teach a Person to Fish," a Biology 101 course was paired with a study skills course with successful results. A Journal of Developmental Education article, "A Learning Assistance Model for Expanding Academic Support," by Nanette Commander (1996) reported on the pairing of a beginning algebra course with a math study skills course. The students’ learning and grades significantly improved. Additional research has demonstrated that teaching math study skills in the classroom, in the math lab, as part of a study skills course, or as independent study also improved students' grades (Nolting, 1997).
The question is not whether or not math study skills training improves students’ grades, but how do you incorporate math study skills into your curriculum. Meet with your department chair to discuss different ways math study skills can be taught to your students. Instructors from Mathematics, English, study skills and counselors are all possible collaborators of paired or team taught courses.
Bloom, B. Human Characteristics and School Learning. New York: McGraw Hill, 1976.
Commander, N.E., et al. "A Learning Assistance Model for Expanding Academic Support." Journal of Developmental Education, (20-2) 1996: 8-16.
Nolting, P.D. How to Develop Your Own Math Study Skills Workshop and Course. Bradenton, FL: Academic Success Press, 1991.
Winning at Math: Your Guide to Learning Mathematics Through Successful Study Skills. Bradenton, FL: Academic Success Press, 1997.
Swinton, Jan. "Teach a Person to Fish." Network News: A Newsletter for Developmental Educators. Dec 1996: 1-2.
For further information about math study skills research write to: Paul Nolting, P.O. Box 25002, Box 132, Bradenton, FL 34206.
Back to Top
| 
