1. TEACHING- It’s exciting!-It’s electric! But… It’s not a walk in the park! Dr. Anita N. Kitchens Appalachian State University anitankitchens@appstate.edu 828-262-2368 828-773-1536 Math Education Leadership Training Summer 2015

2. Suggested personal goal for the week Voice a frustration…leave with a plan. Recall your personal story… understand the impact of your experiences. Recall your students… use the Models to understand them and plan an approach. Can you change? Can you be the catalyst in your students changing?

3. Activities

4. Today’s Agenda The Problem (from NCTM, from the classroom). The Solutions (from Psychology) The Models –the framework for change.

5. The Problem

6. From NCTM Professional Standards for Teaching Mathematics (1991) (Among the) “ persistent obstacles to making significant changes in mathematics teaching and learning in schools (are) the beliefs and dispositions that both students and teachers bring to the mathematics classroom.”

7. NCTM --Societal Beliefs Principles and Standards for School Mathematics NCTM, 2000. “Some parents and other authority figures, as well as societal influences like the media, convey the message that not everyone is expected to be successful in mathematics …Such societal tolerance makes it less likely that all students will be motivated to sustain the effort to learn mathematics, which in turn makes the job of their teachers even more challenging.”

8. NCTM-- Teachers – The Failure Syndrome Principles and Standards for School Mathematics, NCTM, 2000. “Some teachers also believe that many students cannot learn mathematics, which supports those students in their beliefs that they cannot learn mathematics, which then leads to further disengagement Thus, a vicious cycle takes hold.”

9. The Solution–Beliefs Part 1 Resources for Beliefs Meichenbaum, D. (1977) Cognitive-Behavior Modification Chapters 4-8. McEntire/ Kitchens (1984) A new focus for educational improvement based in cognitive and structuring of Subconscious Personal Axioms. (given) Kitchens (2009). Math: Yes You Can. P. 81-116. Kitchens/Hollar (2008) Merging Math Education with Cognitive Restructuring. (given) Hollar. “How’s it working for you?” (given)

10. Cognitive Psychology Cognitive Psychology Cognitive Restructuring Refers to “a variety of therapeutic approaches whose major mode of action is modifying the patient’s thinking and the premises, assumptions, and attitudes underlying cognitions.” (Meichenbaum, 1977)

11. The Cognitive Therapist The cognitive therapist helps the patient to identify specific misconceptions, distortions, and maladaptive attributions and to test their validity and reasonableness. The cognitive therapist helps the patient to identify specific misconceptions, distortions, and maladaptive attributions and to test their validity and reasonableness. Cognitive Restructuring seeks to increase the patient’s awareness of negative self-statements and images, and thus to elicit a change in beliefs. ( Meichenbaum, 1977) Cognitive Restructuring seeks to increase the patient’s awareness of negative self-statements and images, and thus to elicit a change in beliefs. ( Meichenbaum, 1977)

12. The Solution-- Part 2 Approach to Thinking Intuitive vs Logical Right-Brained vs Left-Brained (Kitchens Mathematics: Yes You Can p.59-80) S1 vs S2. Leron & Hazzan (Dual Process Theory (p.111) (given)

13. Examples A baseball bat and ball together costs one dollar and ten cents. The bat costs one dollar more than the ball. How much does the ball cost? Leron/Huzzan p.109 Write an equation for the following: There are six times as many students as professors at this university. Leron/Huzzan p.116

14. Examples from Algebra I 2 3 2 4 = ______ T F 2 -3 = -8 Solve for x : 2x +4 = 10 2x + 4 = 7 -2x + 4 = 7 Graph: x + y = 10 2x + 3y = 5 2x + 3y = 7 Find 20% of 80 Find 8.3% of 9.2 (Kitchens. Yes You Can p.59)

15. Dual-Process Theory Leron, U. and Hazzan, O., (2006) “The rationality debate: application of cognitive psychology to mathematics education”, Educational Studies in mathematics. 62: 105-126. P. 105..”affective and social factors are as much part of the student’s thinking and behavior as are cognitive factors. P.108” …mathematics education research is concerned with the relationship between the intuitive and analytical modes of thinking and behavior. p. 108-109.“..the quick and automatic responses of S1 and the frequent failure of the S2 to intervene in its role as critic of S1.” P. 113 …much effort is devoted to find cognitive interpretations for many types of behavior for which, perhaps, a different type of interpretation is more suitable….not every event in mathematics learning can be explained in cognitive terms.. P.115..S1 hijacks the student’s attention too fast for S2 to act…..knowledge did not even have the chance to be expressed. P. 123 “…thus we suggest that the most important educational implication from our analysis is the need to train people to be aware of the way S1 and S2 operate, and to include this awareness in their problem-solving toolbox. P.124 If analyzing typical S1/S2 pitfalls became an inherent part of students’ problem solving sessions, they might become more successful problem solvers and decision makers.

16. Model 1 The Failure Syndrome (Beliefs involving the past) ExperiencesBeliefsBehaviors

17. Model 2 Study Skills (Ch.2) Beliefs (Ch.4) Learning Styles (Ch. 3)

18. Model 3 About frustrations, upsets, difficulties ImportantNot important Out of your control In your control

19. Your Personal Positive Plan

20. Teaching is not a walk in the park. Goal: Voice your frustration Determine a plan based in the model(s).

21. Discussion Questions How do you use Cognitive Psychology in teaching? What specifically do you do to make students aware…? When do you teach the failure syndrome to students? How do you use the power of the subconscious mind? Dissonance (not comfort) is more a part of successful teaching… agree/disagree How do these three relate? Purposeful Intent, Affective Domain Cognitive Domain

22. C O G N I T I V E AFFECTIVEAFFECTIVE Purposeful Intent

23. Why are the following important? Do not let students convince you that they cannot do, or that they do not care. Communicate with each other. Catch yourself (each other) in human nature. Dissonance /Self –Talk. How do you use these to help you teach? Have a “modeled” way to interpret negative behavior.

24. Exciting Lunch Discussions (great for digestion) Enabling: (Tuesday) Teacher Enabling. Lynch/Hurford/Cole (given) Parental Enabling. Landfried (given) What is it? What you do about it? Where is it in the MODELS

25. Lunch Discussion (Wednesday) Beliefs Kitchens/Hollar. (2008) Merging Cognitive Restructuring with Math Education (given) Approach to Thinking Dual Process Theory (Lebron/Huzzan ) (given)

26. Lunch Discussion (Thursday) Can you think within the Models? Hollar How’s it Working for you? (given) Kitchens Homework tips for parents (given) State a frustration from the classroom this week. State a frustration; write a plan. Demonstrate the use of the model(s) involved. Can you help your students (within the Model(s))? Can you help yourself using the Model(s)? Give an example of a problem and a solution within the Model. (Give o ne thing you will try.) What will your response to a negative classroom behavior be? (within the Model?)

27. Let’s start talking What is Enabling? What is Locus of Control? See you at lunch Thank you for your thoughts and participation.