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