Posts Tagged as "math u see"Sunday, August 8th, 2010
When this student first came to me, her dad was concerned that she had lost interest in learning math. During the school year, it also emerged that the student was in danger of not passing fifth grade.
Here’s what worked for this student:
Supporting the student’s own efforts to be proactive
During one of our first math tutoring sessions, I pointed out to this student that numbers that end in zero are even. Somehow she hadn’t learned that before. To help herself remember this new fact, she spontaneously made up new lyrics to the tune of Michael Jackson’s “Beat It.” They went like this: “Even! Even! Numbers with a zero are even!”
The next time we met, I added to her original lyrics: “Even! Even! Numbers that end in zero are even! So are the numbers 2, 4, 6, 8. They are all even, and they’re all great! They’re even!”
She would sing the zero song whenever this topic came up. Not only did my student create a great way to remember this fact (and inspire me too), but singing also allowed her express her enthusiasm for math and let off a little steam.
Another time, she suggested we create a “Mistakes Log Blog” to help her analyze what mistakes she had made on a test that we were reviewing. I ran with this idea. When she wrote down where she’d made mistakes, the patterns became much clearer to her. In later sessions, she’d refer back to the “Mistakes Log Blog” when analyzing errors.
In order to make concepts more concrete, we’d take field trips—to my living room, where we’d practice perimeter and area by measuring my rug, or to the kitchen, where we’d measure a round plate to show where the number pi comes from.
At my kitchen sink, we poured water between different containers to show the relationships between units of measurement. And we acted out word problems using food from my refrigerator. Field trips were way more engaging to her than sitting with a worksheet, so I tried to maximize this.
From taking all those field trips during math tutoring, I noticed my student benefited from hands-on learning. So we also used fraction overlays and math blocks from Math U See to build fractions and do “fraction of a number” problems. Using the manipulatives made abstract concepts concrete for my student, and really helped her “get” the material. Plus it was fun!
When I realized my student didn’t know her 9s times table yet, I taught her the Rockin’ the Standards song for the 9s, to the tune of the hokey pokey, so she would remember them forever. I also taught her the Place Value Rap to remember key facts about place value. Not only were these songs a great chance to stand up and play air guitar, but they were also an excellent way to internalize crucial material and build on the success of the Zero Song.
During the year, we met twice a week for either 60 or 90 minutes. If I noticed my student was losing focus, we’d take a break to jump up and down to rejuvenate ourselves. After a while, my student would ask to jump when she was having trouble concentrating. It might sound silly, but I was proud that my student was starting to pay attention to whether or not she was paying attention and that she knew how to refocus herself. (Thanks to Gretchen Rubin for inspiring me to try this!)
When I realized my student was in danger of not passing fifth grade, I decided to use Carol Dweck’s Brainology curriculum, one of the most powerful motivational tools I know of to address one of the underlying cause of low achievement: low motivation. For several weeks, we would spend part of each tutoring session doing Brainology, which uses basic neuroscience to teach students that their brains are plastic and they can grow their intelligence.
My student enthusiastically embraced the Brainology program. She talked about the characters like they were her personal friends, and she responded to questions like “what is happening in your brain when you think?” with answers like, “Neurons are sending messages within a trillion connections.” She also used Brainology concepts like getting enough sleep and eating “brain food” while she was taking her end-of-year standardized tests (the CRCT).
Three or four weeks after we began working together, her teachers reported a positive change in this student’s attitude. She started sitting in front, participating, and speaking up when she didn’t understand.
After about sixth or seven months of meeting twice a week, this student mastered the material, pulled up her grades, and successfully passed fifth grade. Her final math test score was so high that she was only either 10 points or 10 questions away from placing into the advanced math class in sixth grade. I am so proud of her!
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