| Although it is indeed difficult to overcome a math | | | | following activities to ensure for math success: |
| problem, there are many remedies that can be | | | | 1. Use blank paper with no lines |
| used to help students succeed. Before getting | | | | — this eliminates distractions on the |
| to any specific math instruction, however, you | | | | student’s part. Lines and other markings |
| should work at overcoming any math anxiety the | | | | on paper will take the student’s eyes to |
| student may have. | | | | places other than math, and this is not good. |
| Although it is indeed difficult to | | | | 2. Model the process step by |
| overcome a math problem, there are many | | | | step very slowly in color on the blank paper. |
| remedies that can be used to help students | | | | Show the student what to do using a different |
| succeed. Before getting to any specific math | | | | color for every step of the process. When you |
| instruction, however, you should work at | | | | change steps, you change color. This helps the |
| overcoming any math anxiety the student may | | | | student switch gears while doing the |
| have. This is a real problem. The students who | | | | multi-step processes. |
| are poor at math have a real fear of it. Reading | | | | 3. After showing the student |
| can cause anxiety in children, but math anxiety | | | | what to do, have the student practice the math |
| seems to take over their entire world, and when | | | | problem. Once again, the student will be using |
| doing math, fear is their major emotion. It is | | | | color to do the steps, using a different color for |
| first important to work on this fear by taking the | | | | each step. |
| pressure away. So what if you fail a test? The | | | | 4. Have the student practice |
| world won’t end. Look, you’re | | | | several times in color on the blank paper. If the |
| doing great on multiplication, etc. Praise, praise, | | | | student makes a mistake, simply redirect him and |
| praise when the student does something right. | | | | have him keep practicing. Praise any correct |
| Patience is important as well. After working on | | | | steps. You may need to show the student the |
| the anxiety aspect, move on to specific skills that | | | | correct step several times. Be sure you have |
| help the student succeed. | | | | the student practice immediately after the steps |
| First, find out the student’s | | | | are modeled. |
| ability level, regardless of grade level. Start | | | | 5. Have the student verbalize |
| instruction and practice at that level. Even if the | | | | the steps as he writes them. Telling you the |
| student is in the 6th grade and is performing | | | | process will help him remember it. |
| math at a 2nd grade level, it is vitally important to | | | | 6. Give the student immediate |
| start at the 2nd grade level. Math is sequential, | | | | feedback. Don’t wait for the next day to |
| and one building block must be in place before the | | | | tell him what he did wrong or right. |
| next one is put down. Next, work on visual | | | | 7. Only work on one small skill |
| processing skills and eye/hand coordination. This | | | | at a time. You don’t want to show the |
| helps the student place and align problems on the | | | | student how to do all fractions in one day. Start |
| paper properly so that the correct answer can be | | | | with adding and subtracting fractions with a like |
| attained. One of the biggest problems found in | | | | denominator. |
| students is the inability to line up math problems. | | | | |
| It is as though the red margin line on the left | | | | Other tools to help students succeed in math are: |
| doesn’t even exist to them! Keeping | | | | 1. The card game Blink or the |
| columns lined up neatly for proper computation is | | | | card game Speed. Both help the student |
| another problem, and both can be remedied easily | | | | process more than one thing at a time. |
| enough. Spatial and perceptual skills training helps | | | | 2. Writing and practicing math |
| in this area. | | | | facts in some kind of a gooey substance or a |
| You should start a math tutoring | | | | substance with texture, such as sand. |
| session with activity using brain integration | | | | 3. Visual memory games. The |
| activities with numbers. If the student is weak in | | | | student is shown a series of shapes, numbers, or |
| visual memory (and usually these kids are), spend | | | | figures for a few seconds. They are then taken |
| time on visual memory and recall activities. | | | | away and the student copies them on paper |
| These activities help the brain cross over to the | | | | from memory. |
| left hemisphere, since math is a left hemisphere | | | | Math is difficult for a student who |
| activity. | | | | is right brain dominant. You can help these |
| Finally, when doing actual math | | | | students access the left hemisphere of the brain |
| instruction, it is recommended that you do the | | | | so that math success can be met. |