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Rowie,

I created a co-requisite course that is very similar to what you are
asking. My course was created for students who had failed Math 101 (some
multiple times) and was a co-requisite to the math 101 course.

The course had 3 parts.

1. The beginning of each class was an experiential learning/critical
thinking math exercise. I called it, "Math outside the textbook." This
included teaching math based card tricks, magic tricks based on math,
finding the errors in store signs ($7 each/ 2 for $15), etc. I told them
they were thinking of math as "broccoli," but math is really cake and ice
cream, or the "music behind all that we do."

2. The middle of each class was a class discussion on a study strategy. I
often had them Google a topic like "how to prepare for a math test" and had
them post in the LMS. Usually, I asked for 3 URLs, a list of common
elements from these 3 sites, a list of any unique ideas that might work,
and one new idea/strategy they will try. We had a class discussion on their
results. (All posts were due in the LMS just before class time.) I also
brought in a guest speaker on Math and Test Anxiety. I recommended some
books on brain based learning. A possible textbook could be: *A Mind for
Numbers, How to Excel at Math and Science (Even if you flunked Algebra*, by
Barbara Oakley, Penguin. We hit on time management, Bloom's taxonomy, fixed
versus growth mindset, internal/external locus of control, the differences
between math and some of their other courses, etc. They made and exchanged
practice tests.

3.  The final third of each class was a "muddiest point" discussion.
Usually, the topic that was the most confusing was what we did the last 5
minutes of math class. By the end of math class, the examples are the
hardest, the time is rushed and the students are tired. By taking that 5
minutes and expanding it to 10 or 15 minutes it helped to clear the
confusion. It also helped that we were looking at it a day later when the
unconscious brain had time to work on it.

End of semester reflection papers were encouraging. The students stated
that when they stopped cramming and started doing homework everyday, their
memory for math procedures improved. They gained confidence that they could
do math if they tried better strategies.....

It was the most fun that I have had teaching in a very long time. I taught
both the math class and the co-req course. We met everyday at the same time
and in the same classroom-5 days/week.

The first semester, 75% of the students were successful in the math course.

You may contact me off list if you want more details. I love talking about
it.

Brenda



Dr. Brenda C. Smith

Math Specialist
Office of Learning Assistance
Miami University
111 Rentschler Hall
1601 University Boulevard
Hamilton, OH  45011
(513) 785-3043
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Miami University Hamilton Office of Learning Asssistance
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On Thu, Mar 17, 2016 at 2:09 PM, Wolfe, Rowie A <[log in to unmask]>
wrote:

> Hello,
>
> My department is looking into developing a program to help students in
> developmental math. We are thinking of creating a small group that meets on
> a consistent basis. Has anyone done anything for coaching in math
> strategies or something along the lines of experiential learning with math?
> We would like this to be hands on and interactive as well as help students
> develop the confidence and understand a fixed vs growth mindset with math.
>
> Thanks,
>
> Rowie
>
> Rowie Wolfe, M.Ed.
> Thriving and Achieving Program Coordinator
> Disability Resources & Educational Services
>  (818) 677-2264 Voice
> [log in to unmask]
>
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