Math Study Skills

Math Study Skills

Pierce College Math Learning Communities

Table of Contents

Lesson		Page
1	Syllabus Search	3-5
2	What Makes Math Different and Math Anxiety	6-8
3	Listening and Classroom Skills	9
4	Reading a Math Textbook	10
5	Homework Skills	11-14
6	Note Cards and Review Sheets	15-16
7	Test Preparation	17-19
8	Test Taking Skills	20-21
9	Post Test Analysis	22-24
10	Mid-semester Check up	25-26
11	The Final Exam	27

Lesson 1

Syllabus and Keeping a Notebook

The syllabus contains important information about the course material. For any class you take it is very important to understand the details of the syllabus given by your instructor, so you should read it thoroughly and carefully. Many times students miss points in the class because they have not carefully reviewed the syllabus. Most of the questions you have about the details of the class can probably be answered by just looking over the syllabus. After reading the syllabus, if you find that you still have questions about the course do not hesitate to ask your instructor for more clarification.

Things to remember when reading the syllabus:

1. Read through the syllabus.

2. Underline/star the parts that the instructor has emphasized.

3. Highlight the important dates to remember.

4. Put question marks next to things you may be unclear about.

Do no lose the syllabus. Keep it for your records and refer back to it throughout the course to stay on top of things.

One way to avoid losing the syllabus is to keep a notebook/binder for the class. If your notebook has a transparent front jacket, it is a good idea to place it there for quick reference. If not, you can place it as the first page of your notebook/binder. You should use the notebook/binder to take notes in the class in an organized manner. Start each page by writing the important information like the date and section(s) to be covered that day. These class notes should be reviewed periodically and also when you are preparing for quizzes or exams.

Lesson 1 Activity: Syllabus Search

Directions: Use your class syllabus to answer the following questions.

My instructor’s name is _______________________________________

I can contact my instructor by:

Phone: _______________________ Email:_____________________________

My instructor’s office is located in: ___________

My instructor’s office hours are: _______________________________________

Matching my schedule with my instructor’s office hours, the times that I will be able to meet with my instructor are: ____________________________________

The website address for this class ___________________________________ (leave blank, if none provided)

The required textbook for this class is titled ________________________________________________________________

and I can buy it on campus at ________________________________________

For this class I need a (circle one) scientific/graphing calculator such as a _______________.

Other materials I need are:___________________________________________________________________________

The attendance policy is: ____________________________________________________________________________

The cheating policy is: ______________________________________________________________________________

Course Grading Policy

I plan to earn a(n) A/B/C_____________ in this course.

The grading scale will be: A=________B=________C=________D=________F=________

My course grade will be based on my scores on _________________, ________________, and _____________________.

Homework is graded using ___________________________________

Each homework assignment is worth _____ points and all homework is worth _______points total for the course.

This class has ______tests that are scheduled on ________________________

Each test is worth _________points.

The Final Exam is scheduled on ____________and is worth __________points.

Other requirements are: ________________________________________________________________________

_______________________________________________________________________________

Resources for this Course

If I need help in this course, I can use the following resources:

1 _______________________________________________________________

2 _______________________________________________________________

3 _______________________________________________________________

4 _______________________________________________________________

If I need a tutor for this course, I can call _______________________________

or go to_________________________________

If I need accommodation due to a disability I need to _________________________

If I need to contact a classmate from this class I would call or email

1 _______________________phone: _____________email:________________

2 _______________________phone: _____________email:________________

3 _______________________phone: _____________email:________________

A good time for me to meet with a study group is_________________________

Questions for my instructor about the grading policies: ________________________________________________________________________________________________________________________________

Lesson 2

What Makes Math Different and Math Anxiety

What Makes Math Different

1. Math requires a different study process. You must not only learn the material, but understand it, and then apply it to solve problems.

2. Math is a linear learning process. What is used one day is used the next, and so forth. In a history class you can learn chapter 2, but not 3 and possibly do fine on chapter 4. In a math class, you must understand the material in chapter 1 before you go on to chapter 2. In other words, you need to retain everything you learn and build on it.

3. Math is much like a foreign language. It must be practiced EVERY DAY, and often the VOCABULARY is unfamiliar.

4. Math in college is different from math in high school. You may not have class every day. Attendance may be optional. There are usually only a few midterms a semester and your grade is based almost exclusively on your exam grades. What took a year to learn in high school is now covered in only fifteen weeks.

Lesson 2 Activity A: Study Strategies for Math

Directions: Given the four differences above, make a list of specific study strategies you will use in studying for this math class.

1.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Math Anxiety

Math anxiety is an emotional reaction to mathematics based on a past unpleasant experience which harms future learning. A good experience in learning mathematics can overcome these past feelings and success and future achievement in math can be attained.

How to overcome math anxiety:

1. Overcome negative self-talk. Never say “I can’t...” or “I’m no good at...”
2. Ask questions.
3. Consider math a foreign language -- it must be practiced.
4. Don't rely on memorization to study mathematics. Aim for understanding the concepts.
5. READ your math text, working out the examples as you go along.
6. Study math according to YOUR LEARNING STYLE.(Auditory, Visual, or Kinesthetic)
7. Get help the same day you don't understand a topic.
8. Be relaxed and comfortable while studying math.
9. "TALK" mathematics. Communicate with your classmates using proper terminology.
10. Develop responsibility for your own successes and failures.

Lesson 2 Activity B: Do you have Math Anxiety?

Directions: Rate your answers from 1 to 5 by circling the desired number; add them up and check your score below. (1) = Strongly Disagree, (5) = Strongly Agree.

I cringe when I have to go to math class. 1 2 3 4 5
I am uneasy about going to the board in a math class. 1 2 3 4 5
I am afraid to ask questions in math class. 1 2 3 4 5
I am always worried about being called on in math class. 1 2 3 4 5
I understand math now, but I worry that it's going to get really difficult soon.1 2 3 4 5
I tend to zone out in math class. 1 2 3 4 5
I fear math tests more than any other kind. 1 2 3 4 5
I don't know how to study for math tests. 1 2 3 4 5
It's clear to me in math class, but when I go home it's like I was never there. 1 2 3 4 5
I'm afraid I won't be able to keep up with the rest of the class. 1 2 3 4 5

CHECK YOUR SCORE:

40-50 Sure thing: you have math anxiety.

30-39 You're still fearful about math.
20-29 On the fence!
10-19 Wow! Loose as a goose!

If you scored above 20 points make sure you review again “How to overcome math anxiety” from above and list 3 or more changes you will make during this math course to improve your math success.

______________________________________________________________________________

________________________________________________________________

Lesson 3

Listening and Classroom Skills

Success in math starts in the classroom. You need to make sure that you are prepared to learn and have all the materials that you need. You should pay attention to where you sit so that you can best see the board and hear the instructor without distractions. You also need to come to class prepared. This means bringing your notebook, textbook and any other needed materials (pencils, colored pens/pencils, ruler, calculator, etc.) EVERY DAY as well as being mentally prepared. Below is a check list to help you.

Where to sit: “The Golden Triangle”: Choosing where to sit is the first step you take to ensure your success. In the front of the classroom there are fewer distractions and it is easier to see the board. The point in the back of the triangle is good for auditory learners because the instructor’s voice will project to this point. Do not hesitate to try out different positions until you find the spot that works for you. Also, communicate with your instructor- if there are distractions in the classroom that are interfering with your learning, such as other students’ talking, noise or glare from outside, etc., let him/her know so that they can help you.

Warm up for class:

Review the previous days’ notes.
Read the section to be covered.
Review your homework.
Prepare questions.
Work out a few problems from the previous lesson.

Active listening:

Repeat important information to yourself.
Listen for main ideas.
Ask appropriate questions.
Mark your notes at points you need to go back to or ask about.

Note taking: The goal is to record as much information as possible with a minimal amount of notes. Your notes must be organized and neat. One type of note taking that is particularly powerful in a math class is the column system. You can use 2 or 3 columns. Make the columns before class.

Start each lecture with a clean sheet of paper, label it with the date and course.
Label one column for examples, one for explanations. A 3^rd column can be used for key words and rules.
Listen for cues from the instructor about problems that may be harder or problems that are already in the book.
Show ALL steps when copying problems from the board.

Lesson 3 Activity: Note Taking

Directions: Use the 3 column system for the lecture on _____________. Meet with your study group to compare your notes with the other people in your group.

What were the main concepts? ______________________________
Did you all have the same examples? _______________
Can you understand the other’s notes? _______________ Can they understand yours? ___________________
Make a list of how you can improve your notes._________________________________

Lesson 4

Reading a Math Textbook

Your math textbook should be one of the most helpful tools you use to successfully complete your math course. You should always read sections BEFORE the lesson and then again after the lesson before you do the homework. Following is a summary of steps you can use to become a more active reader of your textbook.

1) You should be familiar with your textbook.

a. The answers are _______________

b. The book has answers for _________problems

c. There are formulas________________

d. Each chapter contains (circle all that apply) chapter summary, chapter review, practice test, a list of formulas and definitions for the chapter.

2) Before each class: Survey the section to be covered.

a. Read paragraph titles.

b. Read all bold faced words and definitions.

c. Look over examples.

d. Note any information that is boxed.

3) After class: Survey the homework.

a. Look at the assigned problems; note any definitions or key words that are used.

4) Read the section.

a. Read it thoroughly!

b. Either in your book, or on notes (depending on if you plan to keep your book), work out any examples, make a vocabulary list, note any examples or definitions you will need to ask about in class or office hours.

5) Survey again.

a. Now survey the text and your notes.

6) Do the homework.

Lesson 4 Activity A:

Directions: Fill in the blanks for step 1 above for your textbook.

Lesson 4 Activity B:

Directions: For section______________, read it as described above and complete the following for your journal:

1) Your vocabulary list for the section.

2) A list of questions about the section (be as specific as possible.)

3) A short summary of the main idea/concept covered in this section.

Lesson 5

Doing the Homework

1) Complete your homework assignment every night, and certainly before the next class.

In college classes, each topic is covered just once, and the next class session takes up a new topic.

2) Read the section in the book and your lecture notes before starting.

3) Write out step by step solutions to your homework problems neatly in a notebook, so that you can use your solutions later for test preparation. Make sure to pay attention to the following:

· Never do your homework in pen. Ink is the number one ingredient in the recipe for sloppy homework.

· Use scratch paper for experimentation, and then write the solution in your notebook.

· Space things out to allow for comments or questions about the problems.

4) Read the instructions for homework problems carefully. Similar instructions will be used on the test, so you want to get used to the language. Think of doing homework as practicing for the exam.

5) If a problem is too difficult, check the book and your notes for similar examples, or a discussion that includes the same concepts or words in the problem. If you become frustrated with a problem and you have genuinely exhausted every possible resource for trying to solve it, work for 10 minutes beyond that point and then, if you still don’t get it, put a question mark by the problem and move on.

6) Check your work by using the back of the book for odd problems.

· If yours looks different from the answer in the book, check if your answer is equivalent to the book answer, but in another form.

· If your answer is incorrect, try to find your mistake. It may be a single arithmetic or algebra error, or a more substantial misunderstanding.

· If you cannot find your mistake, put a question mark by the problem and move on.

7) Avoid getting bogged down on the homework. Remember the available sources for help.

· Find classmates to do homework with.

· Get help from your teacher during office hours.

· Ask tutors in the Tutoring Center about your questions.

8) Take short breaks while doing homework. Getting up, walking around, stretching, getting a snack, or thinking about something fun helps. For each 30 to 40 minutes of studying, you can take a 5 to 10 minute break.

9) Try to do as many assigned homework problems as you can. Your goal is to feel completely confident, so that you can work similar problems efficiently on the test. After completing the assignment, do the following:

· Close the book and list the skills and concepts you learned. Then open the book and edit your list.

· Make note cards with challenging problems and /or main concepts.

· Prepare your list of questions to ask including any problem that you still can not work and any points that seem unclear to you.

10) When asking questions, try to understand the process of doing problems. Don’t memorize steps or look for “short cuts”. They may not apply to all situations.

11) Make sure you go back and complete (correctly) ALL homework assignments!

12) Keep a problem log in your notebook that lists problems from each homework assignment that you have consistently missed.

Lesson 5 Activity A: Homework Skills worksheet

Directions: Do the following worksheet with your study group and keep the answers in your journal.

Below, evaluate your current approach to homework. Use as much detail as possible.

Why do homework?

Why do math teachers assign homework?

Who benefits when you do homework?

How does practice help you improve a skill?

What are the advantages of doing homework?

How can your graded homework be useful to you?

Lesson 5 Activity B: Doing Homework

Directions: Each group member should take out their last math homework paper and pass it to another member of the group.

Looking at your classmate’s homework paper:

List 3 good things.

1.____________________________________________________________

2.___________________________________________________________

3.____________________________________________________________

List 3 things that could be improved.

1._______________________________________________________________

2._______________________________________________________________

3._________________________________________________________________

Share your results with your group. Is there one common area in which you all could improve?

Answer each of the following questions individually and then discuss your answers with your group members.

1. When do you usually do your math homework?

2. Where do you usually do your math homework?

3. What is going on around you when you do your math homework?

4. What would be the optimal environment for you to do your homework?

5. What do you do if you get stuck on a homework problem?

6. When you finish a homework assignment, what does the paper look like?

7. How do you feel when you finish a homework assignment?

This table lists several practices that students use when doing math homework. Check the ones you usually do. In the next column, check the practice that will help you succeed in this class.

Homework Practice	I usually do	Will help me succeed!
Do homework where there is help available.
Write my name at the top of the paper.
List the assignment at the top of the page.
Number each problem.
Keep problems in order.
Write neatly and legibly.
Show all work--not just answers.
Refer to similar examples in text or notes.
Check my answers in the back of the book.
Attempt to correct wrong answers.
Highlight problems on which I need extra help.
Redo a problem on my own, if I received help with it.
Save my homework to review before test.
Feel proud of my work.

Homework Grades

How much of your course grade is based on homework?

How often is your homework assigned?

When is your homework due?

How much does each assignment count toward your homework total?

Does your teacher require you to do your homework in a specific format? If so, what is it?

Where do you turn in your homework?

Describe the scoring system used by your teacher to evaluate your homework.

Will your teacher accept late homework? Is there a penalty?

Lesson 6

Note Cards and Review Sheets

Many students feel that they understand the homework, but then don’t perform as well on exams. One possible problem is retention. In a math class, you must understand the material, apply it, and retain it! There are many techniques to help you retain and remember information. Following are two very useful tools for a math course: note cards and review sheets. Both of these techniques help you in several ways. First of all, the act of reviewing the information and choosing what is important is a great review. Then, the actual creation of the cards and/or review sheet helps reinforce the material and of course, you now have cards and/or a review sheet to study from.

I. Note Cards: You can buy a pack of any size note cards. The goal is to make a set of cards that will be useful to study from and quiz yourself on. In order to accomplish this, follow the guidelines below.

a. Use note cards for vocabulary, formulas, and example problems.

b. Put only one (1) word/formula/example/etc. on a card.

c. Use the front for the vocabulary word, title of the formula, or the problem, then on the back put the definition, formula, or solution to the problem (with all steps).

d. Organize your cards by category, and have fun quizzing yourself out loud or in writing.

e. The problems you put down are a great source for creating your own practice testJ

II. Review sheets: These are best done to study for an exam. The goal is to include all the important information on only one sheet of paper. Give yourself a time limit for the creation of the review sheet, and do it all in one sitting.

a. Survey all the material for the exam: notes and text. Look for comments you made in your notes about problems and concepts the instructor noted as important.

b. Consider any important vocabulary terms.

c. List any relevant formulas.

d. Make notes/hints for yourself for problems that are particularly difficult for you.

e. Predict the types of questions that will be on the exam, and include some examples.

Lesson 6 Activity:

Directions: Use the above techniques to complete the following for your journal.

1. Create at least 15 note cards for section _______________________. Then write

an honest appraisal of the experience. Do you think it would be helpful enough to

you personally to start doing it for every section? Why or why not?

2. Create a review sheet for the material on test___________________. Then after

the test, discuss how the technique worked for you. How did you create the

sheet? How did you organize it? And did creating it have a positive effect on your retention for the exam? Do you think you’ll use this technique in the future? Why or why not?

Lesson 7 Test Preparation

Most cases of “math anxiety” are not caused by math, but are actually the result of test anxiety, due to inadequate study and test-preparation skills. Imagine how you would feel if you were giving a piano recital, and you hadn't practiced the piece you have to play. You would probably feel the same anxiety you might feel when confronted with a math problem you weren't prepared to solve.

Anxiety during a test can cause the dreaded “mental block.” A mental block occurs during a test when there is inadequate preparation before the test. The trick to avoiding mental blocks is to prepare for the test so thoroughly and comprehensively that you build your confidence to a high level, based on a high level of knowledge.

Have you ever been in a situation like this?

“I studied 19 hours for my math test and only got a 37% on it.”

If you receive a low grade on a test after putting in a lot of time studying, it usually indicates that you have used ineffective study methods to prepare for the test. You will get better results if you use your time wisely and efficiently.

Math Test Study Plan

Start your test preparation early--at least several days before the test. Successful test

prep involves several steps and you need sufficient time to complete each one.

1. Homework Review. Check that you have completed every homework assignment that the test

will cover. Not completing every assignment causes holes in your body of knowledge.

Make sure that every problem is understood and done with integrity. Integrity means that

work has not been copied from the student solution manual, and problems for which help

was received have been redone to guarantee that you can do them yourself!

2. Test and Notes Review. Review your class notes and the textbook sections that deal with the

topics on the test. Pay particular attention to any questions you wrote in the margins of your notes

or textbook. By the time of the test, you must get all of these questions cleared up. Also

Review the Chapter Summary in your textbook to make sure you understand all the key

concepts. Write out a list of important facts, formulas and definitions that you will need on

the test. Make sure that you can write any formulas from memory.

3. Topic List. Go to each section and write out a list of all the topics the test will cover. Make your

“topic list” as specific as possible. Phrase your topics by describing actions to be

performed, such as “Find the equation of a line through two points,” or “Solve mixture

problems.” For each topic, choose a representative problem that best typifies it. Write

this problem on the list or on a 3x5 card, being sure to list the section and problem

number where you found it. Write the answer on the back of the list or cards. If you use

the 3x5 cards put them together to create your own practice set for the exam.

4. Topic Problems. Now work on mastering each topic by working the problems you chose on that

topic. Check your answers with those on the backs of the list or cards. You must get to

the point where you can work out the entire solution to the problem without consulting

your notes or book. It is critical that you work on one topic at a time. It is not enough to get

a general idea of how the problems work; you must develop total confidence in your ability

to work problems on each topic.

To guarantee success, you must master all the topics on your list before you work

on any practice tests.

5. Practice Test. Once you have completed steps 1 through 4, you are ready to take a practice

test, perhaps one your teacher has given you or one in your textbook. Or if you study with a

partner or a group, you could make and exchange practice tests. Then write out the

solutions to your practice test under test conditions: no notes, no books, and no help!

Your practice test will probably be longer than an actual test, because you have

included all possible problem types. Nonetheless, estimate a reasonable time deadline

for your practice test so that you will get used to working under time pressure. Then

get your practice test corrected, and work on any remaining weaknesses in your list of

problems.

Final Preparation Tips

· Do not try to learn new material the night before the test.

· Group study sessions are very valuable, but do not let them substitute for your own individual study time.

· Get a good night’s sleep the night before the test.

· Eat a healthy breakfast on the morning of the test.

Lesson 7 Activity A: Practice Test

Directions: Complete step5 from above for the test on _________. Keep both your original practice test and the corrected one in your journal.
Lesson 7 Activity B: Test Preparation Exercises

Exercise 1. Use the checklist below to analyze the test prep you used on your last test and then design your strategy to prepare for your next test!

Strategy	My prep for last test (yes, no, or “sort of”)	Countdown for next test (Check these off as you complete them)
Test prep started several days before the test
Every homework assignment completed
Every problem understood
Every problem completed with integrity
Class notes reviewed
Chapter Summary reviewed
One problem chosen for each objective
My Practice Test worked
Chapter Review/ Chapter Test worked
Resources for help used

To be better prepared for the next test I need to:

a. Continue what I’ve been doing_____

b. Make a few changes to my test prep strategies_____

c. Make major changes to my test prep strategies_____

Exercise 2. List the resources available to you to support your test prep:

_____________________________________________________________________________

Exercise 3. Write 2 topics of a Topic List for your next Test, following these instructions.

1. Choose a section of your textbook and list 2 topics covered in that section. Use the subheads of the

section as an outline to get you started. Be sure to include the section number and page with your topics.

2. Go through the homework assignment for that section of the text, and under each

topic from step 1, write down the directions for the type of problem that matches it.

3. Choose one or more problems from the group of assigned problems you identified in step 2,

and note them down under the topic they go with.

4. Make a list of all the skills you encounter in the problem instructions, such as “Factor

completely,” or “Solve for the indicated variable.”

Topic 1: _____________________________________________________________________

Hw directions: _____________________________________________________________

Hw problems:__________________________________________________________

Skills needed: _______________________________________________________________

Now repeat for topic 2.

Lesson 8

Test-Taking Skills

Stress Reduction

You have already taken steps to reduce stress by preparing thoroughly for the test. Here are a couple more tips for the day of the test:

Make sure you have all the required materials in your backpack: pencils, erasers, highlighters, calculator, notes, Scantron/bluebook/graphing paper or other writing materials and any assignment you need to turn in.
Pack “comfort items” such as tissues, water, sweatshirt.
Do some simple exercises and/or stretches before the test. Exercise helps reduce stress.
Always arrive a little early for the test. Leave yourself time to get settled and get your materials together. Arriving late will only make you flustered and make it harder for you to concentrate.

Taking the test

1. Memory dump. As soon as you receive the test, write down all the formulas or other

information you think you might forget.

2. Preview the test. Look through the entire test quickly and briefly to see the kinds of

problems and their point values.

3. Second memory dump. Write down anything else that was jarred from your memory

while doing the preview.

4. Strategy. Decide upon the best way to get the most points in the least amount of time.

Do the easiest problems first and save the hard ones for last. Make sure you tackle

problems with high point value.

5. Start working through the test as quickly as you can while still being accurate.

Review your answers to make sure they make sense.

6. Clearly write down each step in the problems in order to get partial credit.

7. Do not spend too much time on any one problem. If you find a problem you don't

know how to work, automatically skip it and go on to the next one. When you come to

the end of the test, go back to the problems you skipped. Mentally run through your

topic list to identify the type of problem and how to begin.

8. Guess at any remaining problems or do as much work on them as you can.

9. Review the test for careless errors.

10. Use all the allotted test time. If you have time left, check the solution to each

problem, or rework the problem on a separate sheet of paper. Remember: A few extra

minutes during test time could save you from having to repeat an entire semester!

Five Common Test-Taking Errors:

1. Misunderstanding or not following the directions.

2. Careless arithmetic or algebra errors.

3. Concept errors. These are errors made when you don't understand the properties or

principles needed to work the problem. If not corrected, concept errors will follow you from test

to test, causing you to lose points. Students who have too many concept errors will fail the

course. It is not enough to find out how to work that particular problem -- you must learn why

you missed that problem, and get help as soon as possible.

4. Application errors occur when you “know” the concept but cannot apply it. Being able to

state a rule or formula is not enough to be able to use it! To reduce application errors, you

must practice the type of problem before the test.

5. Strategy errors in test-taking itself. Some examples are:

· Not completing problems to their last step.

· Spending too much time on one problem.

· Leaving answers blank

Everyone makes some of these errors occasionally, but if you consistently make one or more

of these mistakes, you need to consciously check for that error after you finish each test.

Lesson 8 Activity: Test Taking Skills

Directions: Respond to each statement by checking Always(A), Sometimes(S) or Never(N)

A S N

Before the test

___ ___ ___ I arrive on time or even early so I feel calm and ready.

___ ___ ___ I set out the required materials so I feel prepared.

___ ___ ___ If a problem in the rest of my life may interfere with my test performance, I write it down on a card and zip it in my backpack until after the test.

___ ___ ___ I ignore others in the room--I do not want to pick up their negativity or anxiety. I am prepared and confident.

___ ___ ___ I check my inner voice. I turn any negative thoughts into positive statements. “I am prepared; I’ve done what I can; I am ready to succeed; I can do math!”

The test itself

___ ___ ___ I do a “data dump” as soon as I get the test. I no longer need to think about remembering these facts/formulas.

___ ___ ___ I scan the test, reading all problems before I begin to work any.

___ ___ ___ I read directions carefully – I circle, underline or highlight key words and directions.

___ ___ ___ I note easy problems and do them first to build my confidence and ensure those points.

___ ___ ___ If I can’t do a problem immediately, I write down anything I can think of such as formulas, pictures, etc., and then I move on and return to it later. The solution may come to me as I work on the other problems.

___ ___ ___ I show all my work. I write all steps, reasoning, and supporting evidence. This is really helpful when my teacher awards partial credit.

___ ___ ___ I check my work.

___ ___ ___ I check answers. I make sure word problems have reasonable answers.

___ ___ ___ I pace myself.

___ ___ ___ I do not turn in my test early. I use the time to carefully go over my work.

___ ___ ___ I ignore others. I remember that those done early may be turning in a blank test.

Stress reduction during the test

___ ___ ___ I check my inner voice. I turn any negative thoughts into positive statements.

___ ___ ___ I imagine and visualize that I am in my favorite pleasant relaxing situation.

___ ___ ___ I take mental breaks.

___ ___ ___I do stress reducing exercises.

___ ___ ___ I do deep breathing.

___ ___ ___ I do muscle tensing and relaxing.

Look at your checklist.

· Can you think of any technique(s) that you use regularly that is not on the checklist? Add it (them) in the spaces provided in the checklist.

· Look at the ‘Sometimes’ and ‘Never’ categories. List three techniques that you may try during the next test.

1)___________________________________________________________________________

2)__________________________________________________________________________

3)__________________________________________________________________________

Lesson 9

Post- Test Analysis

Learning From Your Returned Test

You can learn a lot by going over your test when it is returned. If you are still hazy about

some of the material on this test, it will make it difficult or impossible to master the material on

the next test. In any case, you'll see it all again on the final exam.

1. Locate all your errors and write corrections on the test in a different color.

2. Identify any careless errors and analyze why you might have made them. Were you working

too fast? Did you forget to check your work?

3. If there are some problems you still don't understand, get help from your teacher or tutor.

4. If there are some problems or topics that caught you by surprise on the test, mark those areas

in your notes and study them again.

5. Look for any strategy errors you might have made and be aware of them on future tests.

6. Try to form an overview of the test and see how the instructor views the material. What

topics did he or she emphasize? What kinds of problems? What kinds of errors lost the most

points, and which were “minor” errors? This should help you predict what the next test will

be like and help you study for it.

Save your returned tests (along with quizzes, homework, etc.) to help you study for the final.

Lesson 9 Activity: Test Analysis

Directions: Use the following descriptions to fill in the chart. Answer the questions on a separate sheet of paper and put it in your journal.

Look at your graded test and analyze whether each point loss was due to a careless error, a concept error, or your having been unprepared for that problem.

A careless error is one where you understood the problem and knew how to solve it, but you made a relatively minor mistake in calculations etc.

A concept error is one where you really didn’t understand the concept behind the problem. No matter how much time was available for a problem like this, you wouldn’t have been able to do it because you didn’t know how to approach it.

Being unprepared for a problem means you didn’t know how to do the problem because you hadn’t done/practiced the homework that would have prepared you for it.

Fill in the chart below putting the number of points missed on each problem under the correct heading and then find the total in each column.

Problem	careless error	concept error	unprepared
1
2
3
4
5
6
7
…
	Total points	Total points	Total points

In which column did you have the most missed points?

What does this tell you about yourself?

What can you learn from this exercise?

First, consider the careless error points.

Careless errors are often caused by hurrying during a test or by lack of concentration due to test anxiety or over-confidence. So here are some strategies that have worked for other math students:

Do the easiest problems first. When you first start on a test, look it over from beginning to end and note which problems will be easiest for you. Do all those problems first, to ensure that you don’t leave an easy problem blank, just because it is at the end of the test. Finishing the problems you find easy will help build your confidence! Then go through the rest of the test from beginning to end.
Work carefully and neatly. As you do each problem try to focus on one step at a time.
Review each problem to look for careless errors when you finish the test. Arithmetic mistakes and sign errors should be found and corrected before you turn your test in.
Whenever possible check the problem.

A lot of points can be gained by slowing down and being careful!

· What are two things you will do next time to prevent careless errors?

Now take half of your “careless” points and add them back to your test total.

What could your test grade have been? _____
Would that have changed your A/B/C grade? _____________

Now consider the concept error points.

A high total in this column tells you that you didn’t understand the concepts very well. As you do your work day–to–day you might think you “get it”, but you don’t always verify that you understand each problem in the homework completely. You may understand a math concept for the two hours you’re working on the homework problems, but forget it by the next day.

· Review earlier sections. Make sure to spend some homework time reviewing earlier sections, instead of saving all the review for test time.

· Get the help you need immediately! Math concepts build on each other. Each new idea is based on many previous concepts. Make sure you get the help you need immediately, as soon as you find yourself beginning to feel lost, so that the confusion doesn’t compound itself – otherwise it can become like a snowball, getting bigger and bigger as it rolls through the snow.

If your total loss due to concept errors is fairly large, find out where you can get the help you need. Pierce has places available just for you to get help with your math.

· List two places you can go to get help with your math:

A high concept error total is cause for concern and must be addressed immediately to guarantee success!

What about the points lost because you were unprepared?

Consider why you took the test without being fully prepared. Oftentimes, activities and responsibilities in life interfere with good intentions about being diligent in attending class, reading the textbook, and doing all the assignments. It may be time to:

· Re-examine your weekly schedule and make sure you are devoting a sufficient amount of time to this class. Lay out a time management grid of your schedule making sure to schedule your math study time.

· Re-commit yourself to succeeding in this class; think about your college and career goals and remind yourself of how this course helps you get one step closer to achieving them.

· List two steps you will take to remedy being unprepared.

Lesson 10

Mid-semester Check-up

You should always be aware of where you stand in the course and what your goals are. You may need to change your approach to the class as you go along in order to achieve your goals. If at anytime you are uncertain as to where you stand, you should make an appointment with your instructor to go over your status and what your goals are so that your instructor can help you stay on track.

Lesson 10: Activity- Mid-semester check up

Directions: Complete the following check up. Make an appointment to meet with your instructor at office hours if you are missing information or want to go over your goals and strategies.

My grade in this class right now is .

I feel proud / ok / disappointed with my class grade, because __________________________

(circle one)

______________________________________________________________________________

The one study strategy that has helped me most so far was ,

because ___________________________________________________________

Two other study skills I used that have also been helpful were

My goal is to have a grade of for my final course grade.

In order to meet my grade goal, I need to improve my math study habits by taking the following steps. I will:

Mid-semester Check-up(continued)

So far in this class I have:

Been absent

Never 1 or 2 times 3 or more times

Arrived in class on time

Always usually rarely

Brought my text, notebook, and calculator to class

Always usually rarely

Paid close attention and taken good notes in class

Always usually rarely

Organized my papers in my notebook the way my teacher recommends

Always usually rarely

Scheduled time for homework

Every day 2-3 times/week once a week

Re-read or re-copied my class notes before doing the homework

Always usually rarely

Completed each homework assignment before the due date

Always usually rarely

Reviewed topics and/or problems that gave me trouble

Always usually rarely

Studied with a friend or study group

Always sometimes never

Used my instructor’s office hours

Often 1 or 2 times never

Used the Math Study Center or Tutoring Center

Every week 1 or 2 times never

I will improve my chances of success in this class by taking the following steps. I will:

Lesson 11

The Final Exam

You start preparing for the final exam on the first day of class. You need to find out if the final is cumulative or not and if your instructor will create his/her own final or use a department final. Also, you should find out what percent of your grade the final is worth. To prepare for the final, you should use all the techniques you learned for preparing for the other in-class exams and your post test analyses. Things you have been using that you need to continue to use in preparation for the final:

1) All your note cards.

2) All your review sheets.

3) A log of problems collected from the homework that you have consistently missed.

4) All of your returned tests.

5) All of your post test analyses.

To prepare for the final:

1) Survey your post test analyses, and redo problems that you missed because of concept errors. Get help for the problems you still cannot solve.

2) Review and rework problems from your problem log.

3) Create a practice final. You can do this on your own using your note cards and the chapter tests, or ideally work with a study group where each member will bring 10 problems and solutions.

4) Work out the practice final in a test setting.

5) Correct the practice final and get help where needed.

Why do homework?

Lesson 5 Activity B: Doing Homework

Homework Practice

I usually do

Homework Grades

Problem