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Math Success or Where did half of my class disappear to?
wSince the success rate or completion rate in most Math courses is about 50%. I have found it natural to wonder, what is the cause of such a low passing or success rate? I have spent over 25 years counseling and tutoring students with unhappy Math histories, Math-Anxiety, and un-efficient learning skills. From my 25 years of puzzling over the question of low passing rates my general answer is that Success in Math is equally determined by the amount of effort and time that the teacher and students spend on teaching and learning the course. I would say that both the teacher and student have equal shares in the successful completion of any Math course. When I talk to individual students about how their teacher is doing, they often tell me that the teacher is going too fast, and does not have enough time to answer a lot of questions in the classroom. When I talk to individual teachers about how their students are doing, they often tell me their students are not doing enough homework, and not actively participating enough in class. As a Math counselor and teacher I would say the students and teachers are both correct. Those teachers, who pursue active teaching techniques, tend to have higher success rates and enjoyment. Those students, who develop active learning behaviors, tend to pass their course in higher numbers and with a greater sense of enjoyment. The reality is that both teachers and students would benefit by changing their teaching and learning from less passive to more active learning and practice techniques. This situation has led me to formulate the two Math Learning Theorems for both teachers and students: Theorem 1: Do, Did, Get, Got Math Learning Theorem: If you or I DO today in Math what we DID in the past to teach or learn Math, then we will most likely GET the same results today that we GOT in the past. When you apply Theorem 1 to yourself, the question you want to ask yourself is, how pleased are you with the results you are getting in your Math class? If you are pleased with the results you are getting, then keep doing today what you have done in the past. If you are NOT pleased with the results you are getting, then what could you change to help yourself get more desired results? This leads me to Math Learning Theorem 2: Change is Pain for both the teacher and student. Theorem 2: states that our brains and behaviors are guided by our instincts to keep doing what we have been doing as long as the outcomes are acceptable. Changing behaviors can be difficult, challenging and painful for both teachers and students. If my teaching and your learning outcomes are not acceptable, then the question becomes, who has the knowledge, power, courage and desire to try out new behaviors to improve teaching/learning techniques? This raises the following question for teachers and students, is it easier to change my own behaviors, or the behaviors of others? My answer is that no change is possible until the individual teacher or student overcomes his or her resistance to change in themselves first. When the pain of NOT changing is less than the pain of changing, then the desire to change is minimal, and past behaviors are repeated. Such as I don’t expect to pass, so I will do as little as possible, hoping that I will somehow pass. When the pain of NOT changing is greater than the pain of changing, then the desire to change is maximized, and the past behaviors can be replaced by more satisfactory behaviors. Change is only possible when the desire to change overcomes the desire to remain the same. Effort to change will only be expended when the perceived improved change will have a greater payoff than not changing. Desire and effort are only the beginnings of change. Knowing how or learning how to change is the other part of making change a reality. Ponder this thought, to change the way I do math or NOT change the way I do math is the real question that determines success or failure in Math. Many students have a great dislike of learning or doing math. Most of these students suffer from Math-Anxiety, Math-Avoidance, or Math-Post Traumatic Stress, Some of these students know this but are unwilling or seem unable to do anything about it. They only know that they dislike Math very much, and want to avoid it whenever possible. If you hate and avoid Math, then Math-Anxiety/Avoidance is your foe. If you want to turn Math-Anxiety into a friend, then help is available to make this happen. When you make Math-Anxiety your friend, you help yourself to learn and do math, and not avoid it or hate it as much. You begin to discover that you can do Math even though you hate and avoid it. The choice is yours. Do you have the courage and desire to turn a foe into a friend? If you do or you are not sure, then read on. If you don’t have the desire or courage, then drop the course now. I have devised the following three step Math success plan which you can use by yourself, or with the help of a Math Counselor/Tutor. The three Math success steps to conquer Math-Anxiety/Avoidance and improve your Math learning skills are: Step 1: Determine how much Math-Anxiety you have by taking the E-Math Anxiety Test below. Step 2: Once you know how much Math-Anxiety you have, then you can use this knowledge to see how Math Anxiety has been blocking your achieving of Math success. After you learn some effective techniques to improve your learning and doing of Math, you will notice that your Math Anxiety will automatically become less. These techniques will also reduce the frustration, confusion and impatience that you experience when you do not understand Math. Step 3: Once you know how much Math-Anxiety you have, then you may want to know where it all started. It is curious to note that you were not born to hate and avoid math, you had to learn that sometime after birth. For some students it is helpful to know where and when their Math-Anxiety started, and for some students it is not necessary to know. If you are curious about you Math history, then complete the Math Learning History Questionnaire. Wishing you the best this semester. I am available for private tutoring/counseling sessions by appointment to help you achieve your personal math success goals. If you wish to avail yourself of my services, then contact me in person or by phone (572-7672) to schedule an appointment in room B126. John Earnest Math Tutor/Counselor/Therapist
Nassau Community College Math Computer Department Email: icandomathatncc@yahoo.com

Name: ___________________________________ Date: _________________ The Earnest

Math Anxiety/Avoidance Questionnaire: E-MAAQ2005 Directions: For each question circle or cross out the number which best describes your experiences, feelings and thoughts about Math or learning Math.
1. When you think about TAKING a Math course you usually: Amount 1 2 3 4 5 6 7 8 9 10 Will do anything to avoid it or put it off, if possible. Could take it or leave it. Look forward to taking it.
2. When you are in a Math class ASKING QUESTIONS is usually: Amount 1 2 3 4 5 6 7 8 9 10 Very hard to do. You ask some questions, but not enough. Very easy to do.
3. When the TEACHER ASKS the class for the answer to a Math question, you usually: Amount 1 2 3 4 5 6 7 8 9 10 Avoid looking at the teacher. You might or might not mind answering the question. Become very eager to answer the question.
4. When trying to learn Math, weather in class or outside class, the amount of CONFUSION you experience is usually: Amount 1 2 3 4 5 6 7 8 9 10 Extreme or unbearable. Moderate and bearable No obstacle to learning.
5. When working on solving a Math problem, the amount of FRUSTRATION you experience is usually: Amount 1 2 3 4 5 6 7 8 9 10 Extreme or unbearable. Moderate and bearable No obstacle to completing the problem.
6. When working on Math, you usually tend to become IMPATIENT with yourself: Amount 1 2 3 4 5 6 7 8 9 10 Most of the time. Some of the time Hardly ever.
7. When it comes to doing Math HOMEWORK in the past, you usually have chosen to SPEND: Amount 1/2 hour 1 hour 1.5 hours 2 hours 2.5 hours 3 hours 4 hours 6 hours
8 hours 10 hours Do as little as possible Do some, but not enough Do all or most of it 8. When you use your TEXTBOOK, you usually find it to be: Amount 1 2 3 4 5 6 7 8 9 10 Very unreadable Somewhat readable Very easy to read
9. When it comes to taking Math CLASS NOTES, you usually find your notes to be: Amount 1 2 3 4 5 6 7 8 9 10 Not very helpful Somewhat helpful Very helpful
10. When you think about taking a Math TEST, your are usually filled with a sense of: Amount 1 2 3 4 5 6 7 8 9 10 Dread and fear, and you are NOT ready for the test Some anxiety and apprehension, but you will probably pass. Nervousness, but you are ready for the test.
12. When you were in GRADES one to six, you usually found math to be: Hours 1 2 3 4 5 6 7 8 9 10 Very hard Sometimes hard and sometimes easy Very easy.
11. When you think about doing MATH HOMEWORK or practice or when you are doing math, you usually experience some of the PHYSICAL SYMPTOMS like: sweating, dry mount, knot in the stomach, feel like crying, get a headache, weak in the knees or something else. Amount 1 2 3 4 5 6 7 8 9 10 Almost always Sometimes Hardly ever.
12. When you think about doing a MATH TEST or when you are taking a math TEST, you usually experience some of the PHYSICAL SYMPTOMS like: sweating, dry mount, knot in the stomach, feel like crying, get a headache, weak in the knees or something else. Amount 1 2 3 4 5 6 7 8 9 10 Almost always Sometimes Hardly ever.

Scoring your questionnaire: Add up all the numbers you selected for the 12 questions.

The minimum score is 11 and the Maximum score is 120. Interpreting your score: Your score is: __________ If your score is between Your chances of success are Change required to pass the course: 12 and 36 very low A great deal of time and effort
48 and 84 moderate some extra time and effort 96 and 120 very high hardly any extra time and effort How many hours per week can or will you practice your math outside of class: Amount 1 hour 2 3 4 5 6 7 8 9 10 hours Minimal time Moderate amount of time A great deal of time. How much EFFORT are you willing to expend to pass your math course: Level 1 2 3 4 5 6 7 8 9 10 Minimal effort Moderate effort A great deal of effort.

The Earnest Math Learning History Questionnaire: E-MLHQ2005 .

1. When you were in grades one to six, you usually found math to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time
2. When you were in grades one to six, you usually found addition and subtraction of numbers to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time
3. When you were in grades one to six, you usually found multiplication and division of numbers to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time
4. When you were in grades one to six, you usually found decimal numbers to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time
5. When you were in grades one to six, you usually found fractions to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time 6. When you were in grades one to six, was there any person or persons who greatly upset you when you could not do your math? Amount 1 2 3 4 5 6 7 8 9 10 Several people frequently At least one person occasionally No one ever upset you
7. When you were in grades seven to nine, you usually found math to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time 8. When you were in grades seven to nine, was there any person or persons who greatly upset you when you could not do your math? Amount 1 2 3 4 5 6 7 8 9 10 Several people frequently At least one person occasionally No one ever upset you
9. When you were in grades ten to twelve, you usually found math to be: Amount 1 2 3 4 5 6 7 8 9 10 Very hard most of the time Sometimes hard and sometimes easy Very easy most of the time 10. When you were in grades ten to twelve, was there any person or persons who greatly upset you when you could not do your math? Amount 1 2 3 4 5 6 7 8 9 10 Several people frequently At least one person occasionally No one ever upset you
11. At what grade did you want to stop taking Math? Grade 12 11 10 9 8 7 6 5 4 3
12. At what grade did you actually stop taking Math? Grade 12 11 10 9 8 7 6 5 4 3
13. If you were ever diagnosed with some type of a learning problem, what grade were you in when this happened? Grade 12 11 10 9 8 7 6 5 4 3

Although you and I can not ease the negative and unhappy math experiences in the past, there are techniques and strategies that can lessen their destructive and self-defeating behaviors and attitudes. I invite you to invite me to make this the best math learning experience you have ever had for both of us.