Saturday, February 21, 2009
Testing is an Opportunity
Testing has often been viewed as a threat rather than an opportunity. Multiple choice can be excellent for developing reasoning skills as knowing why what’s right is right is as important as knowing what’s wrong is wrong. Many common Math mistakes and misconceptions can be diagnosed through the use of multiple choice since they are intentionally designed with “good wrong answers”. By studying old or sample exams, much learning can be achieved along with focus and attention to detail that is so important on tests and in life.
Friday, February 20, 2009
New York asks for Feedback on Testing
This survey asks which months should be considered for New York State testing plus whether tests should be multiple choice and/or open-ended questions.
Parents, students, teachers, interested citizens click on the title and give your feedback on Grades 3 - 8 New York State testing. Because of No Child Left Behind, states have required testing in Math and ELA (English Language Arts).
First and foremost, constructing tests is a challenge – it is for me with only a few dozen students whereas the state has millions!!!
The state would like feedback on the format of the test -- multiple choice vs. open-ended questions. While the open-ended questions provide an opportunity for partial credit, some are tricky because they would like an explanation for Plain Old Math.
Click here for old exams and other info on testing in NYS:
General NYS Testing page
http://www.emsc.nysed.gov/osa/
Specific Math NYS page
http://www.emsc.nysed.gov/osa/elintmath.html
Parents, students, teachers, interested citizens click on the title and give your feedback on Grades 3 - 8 New York State testing. Because of No Child Left Behind, states have required testing in Math and ELA (English Language Arts).
First and foremost, constructing tests is a challenge – it is for me with only a few dozen students whereas the state has millions!!!
The state would like feedback on the format of the test -- multiple choice vs. open-ended questions. While the open-ended questions provide an opportunity for partial credit, some are tricky because they would like an explanation for Plain Old Math.
Click here for old exams and other info on testing in NYS:
General NYS Testing page
http://www.emsc.nysed.gov/osa/
Specific Math NYS page
http://www.emsc.nysed.gov/osa/elintmath.html
Thursday, February 19, 2009
Response to Teach Your Children Well HuffPost
Confidence is often a result of effort and mistakes.. As a Math peak performance coach and a parent, my role is to help people to build their Math Confidence through knowledge, skills and attitude. Self-esteem in any discipline can be heightened by taking risks and making mistakes -- thereby growing wiser.
The huge attitudinal component associated with Math is twofold:
1. a grade of A is usually harder to achieve in Math than in other subjects. It is tough to be perfectionistic and be a Math student.
2. "When Are We Ever Gonna Use This Math?" is not posed because they so eager to use it, it"s a you-can't-make-me type of question?rather than "This is so cool " I can't wait to use it!!"
People confuse utility with critical thinking skills -- maybe the curriculum should be Excel spreadsheets. For now it's Algebra and Trig. Why did we read "The Odyssey"? It's just plain good for you like gym and vegetables.
Looking beyond grades and focusing on learning and effort is a great life lesson for students, parents, teachers and society at large.
The huge attitudinal component associated with Math is twofold:
1. a grade of A is usually harder to achieve in Math than in other subjects. It is tough to be perfectionistic and be a Math student.
2. "When Are We Ever Gonna Use This Math?" is not posed because they so eager to use it, it"s a you-can't-make-me type of question?rather than "This is so cool " I can't wait to use it!!"
People confuse utility with critical thinking skills -- maybe the curriculum should be Excel spreadsheets. For now it's Algebra and Trig. Why did we read "The Odyssey"? It's just plain good for you like gym and vegetables.
Looking beyond grades and focusing on learning and effort is a great life lesson for students, parents, teachers and society at large.
Wednesday, February 18, 2009
The Easy A vs. Learning & Effort
(click on the title to see the New York Times Education article)
"Student Expectations Seen as Causing Grade Disputes"
A de-emphasis on grades helps learners, parents, teachers and society focus on effort and learning which are the true goals of education.
Well-intentioned parents can unintentionally discourage students from furthering their studies in Math and Science as technical courses tend not to be easy As (or even hard As). In engineering school, many professors distribute the grades as follows: 10% A, 20%B, 40%C, 20% D, 10%F. Getting used to the possibility of a C is an important life lesson that speaks of effort and learning.
"Student Expectations Seen as Causing Grade Disputes"
A de-emphasis on grades helps learners, parents, teachers and society focus on effort and learning which are the true goals of education.
Well-intentioned parents can unintentionally discourage students from furthering their studies in Math and Science as technical courses tend not to be easy As (or even hard As). In engineering school, many professors distribute the grades as follows: 10% A, 20%B, 40%C, 20% D, 10%F. Getting used to the possibility of a C is an important life lesson that speaks of effort and learning.
Tuesday, February 17, 2009
Teacher Education, Content Exposure and Test Prep
Just like students, student teachers benefit from content exposure.
By including the Regents, PSAT/SAT, 6th/7th/8th grade state tests and SHSAT in their training, teachers will develop tangible and memorable problem-solving strategies for their students. Many Teacher Ed programs focus on the undergraduate Math while underemphasizing the secondary Math that teachers will need in their classroom.Through the process of mentoring and supervising secondary teachers, the philosophy and methodology of Math Confidence will be a powerful tool for instructors to have in their repertoire.
Monday, February 16, 2009
Cell Phones for Learning and Teaching Math?
What role should technology play in the classroom and in life?
This article sparked 46 reader comments. Some felt that the phones were a distractor to the content...others felt that it might be engaging for the students.I have found that varying the delivery of content keeps students engaged. Perhaps the smartphone as one mode of instruction might supplement other techniques and devices (group work, teach back, TI-83/4, Excel, etc.).
Many students of Generation Text have come to depend on technology perhaps too much -- although coming from the Dinosaur Age of learning without calculators (because they were not available), it is hard to imagine growing up with these types of technology.
Sunday, February 15, 2009
'Fuzzy Errors' and Math Scores
Math scores often do not accurately reflect student knowledge and skills.
Test-taking skills and attention to detail are as important as the content.
Following directions and answering the exact question (sometimes they ask for x + 2 instead of x) is a key component of test-taking.
Studying multiple choice questions (with 'good wrong answers') increases self-awareness of the thinking process and alerts students to the potential for error. Viewing the studying and test-taking process through this lens enhances the learning process, reduces 'fuzzy errors' and helps students (and their families) to build resilience and persistence.
One of the best take aways from Engineering school (after multiple 7% test scores): Learning and Effort are more important than Test Scores!!
Test-taking skills and attention to detail are as important as the content.
Following directions and answering the exact question (sometimes they ask for x + 2 instead of x) is a key component of test-taking.
Studying multiple choice questions (with 'good wrong answers') increases self-awareness of the thinking process and alerts students to the potential for error. Viewing the studying and test-taking process through this lens enhances the learning process, reduces 'fuzzy errors' and helps students (and their families) to build resilience and persistence.
One of the best take aways from Engineering school (after multiple 7% test scores): Learning and Effort are more important than Test Scores!!
Saturday, February 14, 2009
Exchanging Ideas and Strategies for Math B Success
On March 14th in Middletown, NY at the Ten County Math Educators Association annual conference, "Exchanging Ideas and Strategies for Math B Success" will debut. The workshop is a forum for teachers to share techniques for student learning and retention of the complex and lengthy nature of the Math B Regents curriculum.
Maximizing the usage of the TI-83/4 for better understanding and test performance will be a highlight as will the potential overuse of this tool.
Rounding will be discussed as the Math B's Part II, III and IV emphasizes this important skill.
Maximizing the usage of the TI-83/4 for better understanding and test performance will be a highlight as will the potential overuse of this tool.
Rounding will be discussed as the Math B's Part II, III and IV emphasizes this important skill.
Study Groups Lead to Metacognition
In engineering school, Math is an assumed skill set. Strength in fractions, rounding, unit conversion, scientific notation, trig functions will help students in problem-solving. Conversely, it is easy to get the wrong answer by miscalculating or making an incorrect assumption.
Study group discussions (debates!!) helped refine the thinking process as you had to defend your answer in front of a crowd. This process was very effective and important in building metacognition skills as well as recognizing common errors and the potential for what could go wrong!!
The College Board has a very similar post:
http://www.collegeboard.com/student/plan/high-school/50432.html
Study group discussions (debates!!) helped refine the thinking process as you had to defend your answer in front of a crowd. This process was very effective and important in building metacognition skills as well as recognizing common errors and the potential for what could go wrong!!
The College Board has a very similar post:
http://www.collegeboard.com/student/plan/high-school/50432.html
Math Facts and Math Confidence
Does memorization of Math facts promote Math Confidence?
Is the opposite true?
Is Mental Math as valued a skill as it once was? (I learned to deal with counting money and making change as a young girl in my Grandpa Dave's store in Brooklyn on a register that did not calculate the change for you!!)
Is the opposite true?
Is Mental Math as valued a skill as it once was? (I learned to deal with counting money and making change as a young girl in my Grandpa Dave's store in Brooklyn on a register that did not calculate the change for you!!)
Math Confidence and Calculators
Do Calculators Increase or Decrease Math Confidence?
The students in Math for Elementary Teachers campaigned to use calculators on their exam. To get their feedback on this subject, we had a discussion board on line (where they could post anonymously if they wanted). All student posts were in favor of the calculator.
On Thursday, 2/12, they were allowed to use a calculator during the last 30 minutes of the 75 minute period. I noticed that some students who had supported calculator use finished without calculators.
Although some of the bias may be generational of the calculator vs. non-calculator, I posted New York State guidelines for Grades 3 - 8 (only Grades 7 and 8 are allowed to use them on the non-multiple choice sections). It will be interesting to get feedback from these learners next week.
On this exam, the average was above 90.
Tuesday, January 27, 2009
Metacognition -- Thinking About Thinking
You have to know what you don't know!
Asking learners thoughtful questions, providing guidance and giving feedback (rather than answers) raises awareness of thinking processes and helps students to categorize challenges into Easy / Medium / Hard.
For example, out of 10 questions, 5 may be easy, 2 medium and 3 hard -- when the student recognizes the type of problem and the difficulty level, effort can be expended strategically. Multiple choice questions are excellent workouts for metacognition as learners work on why the right answer is right, why the incorrect answers are incorrect and what could go wrong to make them choose a "good wrong answer". Some content areas especially suited for "good wrong answers" are exponent rules, fractions, pictographs, perimeter vs area.
Much of the research for this metholodology was conducted informally at Stuyvesant High School, the L.C. Smith College of Engineering at Syracuse University, later as an MBA student at the Stern School of Business at New York University, and over the last 8.5 years working one-on-one and in the classroom to help people build Math Confidence.
Assessments Based on Content but Built for Detail, Accuracy and Stamina
Multiple Choice Physics (points taken off for guessing) -- the question in mph, answer in meters/sec...
Matching Answers Statics and Dynamics -- 36 answers for 25 questions -- computed generated in 1982...
Circuit Theory 1 and 2 -- untimed exams at night starting at 8 PM and on into the night
This process enables the student to maximize potential for peak performance under intense conditions (exams) and contributes positively to their overall academic and emotional well-being.
Asking learners thoughtful questions, providing guidance and giving feedback (rather than answers) raises awareness of thinking processes and helps students to categorize challenges into Easy / Medium / Hard.
For example, out of 10 questions, 5 may be easy, 2 medium and 3 hard -- when the student recognizes the type of problem and the difficulty level, effort can be expended strategically. Multiple choice questions are excellent workouts for metacognition as learners work on why the right answer is right, why the incorrect answers are incorrect and what could go wrong to make them choose a "good wrong answer". Some content areas especially suited for "good wrong answers" are exponent rules, fractions, pictographs, perimeter vs area.
Much of the research for this metholodology was conducted informally at Stuyvesant High School, the L.C. Smith College of Engineering at Syracuse University, later as an MBA student at the Stern School of Business at New York University, and over the last 8.5 years working one-on-one and in the classroom to help people build Math Confidence.
Assessments Based on Content but Built for Detail, Accuracy and Stamina
Multiple Choice Physics (points taken off for guessing) -- the question in mph, answer in meters/sec...
Matching Answers Statics and Dynamics -- 36 answers for 25 questions -- computed generated in 1982...
Circuit Theory 1 and 2 -- untimed exams at night starting at 8 PM and on into the night
This process enables the student to maximize potential for peak performance under intense conditions (exams) and contributes positively to their overall academic and emotional well-being.
Friday, January 02, 2009
New Year's Riddle courtesy of Math Notations
"What do you call solving an equation twice on Jan 1st?"We had three "first responders" so I will close the contest down now and announce our winners in the order in which I rec'd their email solutions. By the way the answer can be found "hidden" near the bottom of this post! And the winners are...
SEAN HENDERSON (and his wife!)
JUSTIN TOLENTINO
ROBIN SCHWARTZ
A New Year's Re-Solution
SEAN HENDERSON (and his wife!)
JUSTIN TOLENTINO
ROBIN SCHWARTZ
A New Year's Re-Solution
Tuesday, December 30, 2008
MathNotations: The Number Warrior and the Mysterious Minds of Students!
MathNotations: The Number Warrior and the Mysterious Minds of Students!
Robin Schwartz said...
Negative exponents, fractional exponents, the zero exponent, exponent rules, logs – these should turn on the ALERT indicator – be careful -- danger ahead!! Even armed with a calculator, students will get tricked by these types of problems…Jason, did your students use calculators for this exam?Studying multiple choice questions can help refine thinking skills (and analyze potential errors) through the strength of the comparative.
An example from “Using ‘Good Wrong Answers’ To Achieve Math Confidence and Success” is:
What’s the value of 3^-2?
A) -2/3
B) -9
C) 1/9
D) -6
If they are comfortable with the zero power, they can write 3^-2 = (3^0)/(3^2). Since exponents (and logs) are not logical, I work with learners on extra alertness with this type of content. Unlike some content where they know they are guessing, here they feel sure they have done it right. Another exercise is shown below:
16^1 =
16^.5 =
16^0 =
16^-.5 =
16^-1 =
By increasing awareness of their thinking process, students can build confidence and enjoyment of Math and even improve their scores.
Robin A. Schwartz
Founder, www.mathconfidence.com
www.blogspot.mathconfidence.com
December 24, 2008 11:32 PM
Robin Schwartz said...
Negative exponents, fractional exponents, the zero exponent, exponent rules, logs – these should turn on the ALERT indicator – be careful -- danger ahead!! Even armed with a calculator, students will get tricked by these types of problems…Jason, did your students use calculators for this exam?Studying multiple choice questions can help refine thinking skills (and analyze potential errors) through the strength of the comparative.
An example from “Using ‘Good Wrong Answers’ To Achieve Math Confidence and Success” is:
What’s the value of 3^-2?
A) -2/3
B) -9
C) 1/9
D) -6
If they are comfortable with the zero power, they can write 3^-2 = (3^0)/(3^2). Since exponents (and logs) are not logical, I work with learners on extra alertness with this type of content. Unlike some content where they know they are guessing, here they feel sure they have done it right. Another exercise is shown below:
16^1 =
16^.5 =
16^0 =
16^-.5 =
16^-1 =
By increasing awareness of their thinking process, students can build confidence and enjoyment of Math and even improve their scores.
Robin A. Schwartz
Founder, www.mathconfidence.com
www.blogspot.mathconfidence.com
December 24, 2008 11:32 PM
Friday, December 12, 2008
Re: The Opportunities of Test Prep – learning, studying, Life skills: response to Slatalla article 12/4/08
To the Editor:
Thank you for the article on the College Board’s new program (Michelle Slatalla’s “My Child’s Fate, All Laid Out by 13”, 12/4/08). While there can be an overemphasis on testing, as a parent and Math educator, I try to focus on the positive opportunities that studying and learning can offer.
While some see multiple choice tests as counterproductive, the “good wrong answers” (the tempting ones that test takers may choose due to being tricked or not reading carefully) can help students see their mistakes and learn from them. Identifying potential errors leads to more metacognition (thinking about thinking), stronger comprehension, better grades, improved problem-solving skills and more enjoyment of the process.
In addition to content, the study of Math has other benefits:
· instilling values of discipline and excellence
· improving memory and focus
· preparing students for success in the ‘knowledge economy’
This positive perspective can help students, parents, teachers, and administrators meet the challenges of ‘teaching to the test’ by viewing it as an opportunity to address knowledge gaps and common errors while sharpening critical thinking and gaining confidence.
The testing of 8th graders can lead to strengthening of knowledge and skills to build a strong foundation so learners can realize their potential. This may alleviate remediation at the college level while inspiring lifelong learning in the next generation.
Robin A. Schwartz
link to NYT article
http://www.nytimes.com/2008/12/04/fashion/04spy.html
To the Editor:
Thank you for the article on the College Board’s new program (Michelle Slatalla’s “My Child’s Fate, All Laid Out by 13”, 12/4/08). While there can be an overemphasis on testing, as a parent and Math educator, I try to focus on the positive opportunities that studying and learning can offer.
While some see multiple choice tests as counterproductive, the “good wrong answers” (the tempting ones that test takers may choose due to being tricked or not reading carefully) can help students see their mistakes and learn from them. Identifying potential errors leads to more metacognition (thinking about thinking), stronger comprehension, better grades, improved problem-solving skills and more enjoyment of the process.
In addition to content, the study of Math has other benefits:
· instilling values of discipline and excellence
· improving memory and focus
· preparing students for success in the ‘knowledge economy’
This positive perspective can help students, parents, teachers, and administrators meet the challenges of ‘teaching to the test’ by viewing it as an opportunity to address knowledge gaps and common errors while sharpening critical thinking and gaining confidence.
The testing of 8th graders can lead to strengthening of knowledge and skills to build a strong foundation so learners can realize their potential. This may alleviate remediation at the college level while inspiring lifelong learning in the next generation.
Robin A. Schwartz
link to NYT article
http://www.nytimes.com/2008/12/04/fashion/04spy.html
Sunday, November 30, 2008
Invert and multiply...which one????
Oh, just flip it upside down and then multiply (“invert and multiply”).
But they are not sure which one to flip!!
Students learn this in late elementary, but when asked “Why?”,
they will say “Oh, it’s the rule”.
An example such as “How much is 12 divided by ½?” can illustrate the concept and learners can follow this example rather than a rule!!
How many half dollars are in $12?
How many half inches in 1 foot?
12 x 2/1 = 24!! ;)
But they are not sure which one to flip!!
Students learn this in late elementary, but when asked “Why?”,
they will say “Oh, it’s the rule”.
An example such as “How much is 12 divided by ½?” can illustrate the concept and learners can follow this example rather than a rule!!
How many half dollars are in $12?
How many half inches in 1 foot?
12 x 2/1 = 24!! ;)
Friday, November 28, 2008
Subject: Trig homework can be pleasant ;)
Dear Professor Fisman:
Your Slate (NYT, http://www.nytimes.com/2008/06/15/weekinreview/15read.html?_r=1&scp=5&sq=trigonometry&st=cse) article from June about One Laptop Per Child has some terrific points, however,
“Perhaps not surprisingly, the lesson from Romania’s voucher experiment is not that computers aren’t useful learning tools, but that their usefulness relies on parents being around to assure they don’t simply become a very tempting distraction from the unpleasantness of trigonometry homework.”
The role of a Math peak performance coach goes beyond the algebra and trig knowledge and focuses on the benefits of brain fitness, ‘flow’, persistence and critical thinking – assets for academic, professional and personal success.
Math could sure use some good PR – last month, the headline for a New York Times article read: "Video Game Helps Math Students Vanquish an Archfiend: Algebra"
Trig homework can be pleasant! Many learners find that there is enjoyment in the engagement or ‘flow’ of studying and that brain fitness can be challenging and sometimes even fun!
Robin A. Schwartz, MBA, BSEE
CEO, Math Confidence
Thanks. I loved this message. I was a math guy until I got to graduate school, but I know I’m not normal. Anything you can do on this front is all to the greater good.
Best, ray fisman, Lambert Family Professor of Social Enterprise, Columbia Business School
Dear Professor Fisman:
Your Slate (NYT, http://www.nytimes.com/2008/06/15/weekinreview/15read.html?_r=1&scp=5&sq=trigonometry&st=cse) article from June about One Laptop Per Child has some terrific points, however,
“Perhaps not surprisingly, the lesson from Romania’s voucher experiment is not that computers aren’t useful learning tools, but that their usefulness relies on parents being around to assure they don’t simply become a very tempting distraction from the unpleasantness of trigonometry homework.”
The role of a Math peak performance coach goes beyond the algebra and trig knowledge and focuses on the benefits of brain fitness, ‘flow’, persistence and critical thinking – assets for academic, professional and personal success.
Math could sure use some good PR – last month, the headline for a New York Times article read: "Video Game Helps Math Students Vanquish an Archfiend: Algebra"
Trig homework can be pleasant! Many learners find that there is enjoyment in the engagement or ‘flow’ of studying and that brain fitness can be challenging and sometimes even fun!
Robin A. Schwartz, MBA, BSEE
CEO, Math Confidence
Thanks. I loved this message. I was a math guy until I got to graduate school, but I know I’m not normal. Anything you can do on this front is all to the greater good.
Best, ray fisman, Lambert Family Professor of Social Enterprise, Columbia Business School
Algebra as an Archfiend?
Education is about stretching knowledge, skills and attitude.
Last month, the headline of a New York Times article about a Math video game for middle schoolers designed by Dimension M:
"Video Game Helps Math Students Vanquish an Archfiend: Algebra"speaks volumes about attitudes about Math! In the print verson, the word "foe" was used.
How about "ally", "comrade", "challenge", "opportunity"?
"Students at Intermediate School 30 in Brooklyn played a video game on Monday, and learned a little algebra at the same time. " was the caption on a photo.
The juxtaposition of this sentence would be:
"Students at Intermediate School 30 in Brooklyn learned algebra on Monday and played a little bit of video game at the same time. "
http://www.nytimes.com/2008/10/08/nyregion/08video.html
Education is about stretching knowledge, skills and attitude.
Last month, the headline of a New York Times article about a Math video game for middle schoolers designed by Dimension M:
"Video Game Helps Math Students Vanquish an Archfiend: Algebra"speaks volumes about attitudes about Math! In the print verson, the word "foe" was used.
How about "ally", "comrade", "challenge", "opportunity"?
"Students at Intermediate School 30 in Brooklyn played a video game on Monday, and learned a little algebra at the same time. " was the caption on a photo.
The juxtaposition of this sentence would be:
"Students at Intermediate School 30 in Brooklyn learned algebra on Monday and played a little bit of video game at the same time. "
http://www.nytimes.com/2008/10/08/nyregion/08video.html
Wednesday, November 26, 2008
Linked In Question:
How did you succeed in a difficult course while in high school or college?
Students all over the country are getting ready for major tests and final examinations. It seems that students always have one difficult course or instructor. I would like to hear about strategies that you used to get through a difficult course. What are some of the best study habits? I would like to share your strategies with students. Please confirm that I can share your suggestions.
Math Confidence Response:
As a peak performance Math coach (and a former Engineering and Finance student who made it through Electromagnetics and Corporate Finance), there are key questions for test takers that raise awareness of their thinking process:
How did you get your answer?
Was it Easy? Medium? Hard?
Is that your final answer? (courtesy of Who Wants to Be a Millionaire?)
Other Success Factors:
Study Groups turn up the volume of thinking through discussion
Read over the entire test at the beginning
Do not leave anything blank -- write something :)
Know examples rather than formulas (12 divided by 1/2 = 24 is better than invert and multiply) Keep review sheets clean -- do not write the answers on the review sheet! This will force reworking of the problems --increasing the chance of success on the test
View the test as a learning opportunity -- test takers are making new connections while they are in the exam
While studying for finals may not have an exact parallel in the workplace, gaining math (and other academic) confidence can help with the following Life Skills:
Problem-Solving
Critical Thinking
Optimizing Your Potential
Escaping the Perfectionism Trap
Appreciating Effort vs. Obsessing about Ability
Financial / Medical Information Fluency
Expanding your self-teaching Skills
Finding a (new) career
Lifelong Learning
Brain Fitness
Posted by
Robin A. Schwartz, 11/26/08
http://www.mathconfidence.com/
mathconfidence@aol.com
How did you succeed in a difficult course while in high school or college?
Students all over the country are getting ready for major tests and final examinations. It seems that students always have one difficult course or instructor. I would like to hear about strategies that you used to get through a difficult course. What are some of the best study habits? I would like to share your strategies with students. Please confirm that I can share your suggestions.
Math Confidence Response:
As a peak performance Math coach (and a former Engineering and Finance student who made it through Electromagnetics and Corporate Finance), there are key questions for test takers that raise awareness of their thinking process:
How did you get your answer?
Was it Easy? Medium? Hard?
Is that your final answer? (courtesy of Who Wants to Be a Millionaire?)
Other Success Factors:
Study Groups turn up the volume of thinking through discussion
Read over the entire test at the beginning
Do not leave anything blank -- write something :)
Know examples rather than formulas (12 divided by 1/2 = 24 is better than invert and multiply) Keep review sheets clean -- do not write the answers on the review sheet! This will force reworking of the problems --increasing the chance of success on the test
View the test as a learning opportunity -- test takers are making new connections while they are in the exam
While studying for finals may not have an exact parallel in the workplace, gaining math (and other academic) confidence can help with the following Life Skills:
Problem-Solving
Critical Thinking
Optimizing Your Potential
Escaping the Perfectionism Trap
Appreciating Effort vs. Obsessing about Ability
Financial / Medical Information Fluency
Expanding your self-teaching Skills
Finding a (new) career
Lifelong Learning
Brain Fitness
Posted by
Robin A. Schwartz, 11/26/08
http://www.mathconfidence.com/
mathconfidence@aol.com
Math Confidence's Robin Schwartz's Letter to the Editor
The New York Times
LETTERS; Ups, Downs and America's Mind-Set
Published: September 29, 2008
To the Editor:
Positive thinking is not about always getting what you want; it is making the best of what you have while planting seeds to create opportunities in the future.
My role as an educator and parent is to empower the learner with independence, knowledge, skills and attitude to achieve personal, professional and academic success.
Motivational speakers like Tony Robbins, Jim Rohn and Stephen R. Covey have helped millions of people stay on course, some of whom might have turned to other coping mechanisms, like alcohol. Their messages may not resonate with all audiences, but they help to motivate and inspire millions of people to persevere through life's (and the financial markets') inevitable ups and downs.
Robin A. Schwartz Bronx, Sept. 25, 2008
The writer is the founder of mathconfidence.com.
The New York Times
LETTERS; Ups, Downs and America's Mind-Set
Published: September 29, 2008
To the Editor:
Positive thinking is not about always getting what you want; it is making the best of what you have while planting seeds to create opportunities in the future.
My role as an educator and parent is to empower the learner with independence, knowledge, skills and attitude to achieve personal, professional and academic success.
Motivational speakers like Tony Robbins, Jim Rohn and Stephen R. Covey have helped millions of people stay on course, some of whom might have turned to other coping mechanisms, like alcohol. Their messages may not resonate with all audiences, but they help to motivate and inspire millions of people to persevere through life's (and the financial markets') inevitable ups and downs.
Robin A. Schwartz Bronx, Sept. 25, 2008
The writer is the founder of mathconfidence.com.
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