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a High School Algebra Teacher
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Seems odd that students in such high level classes (obviously optional) are unwilling to try.
The tough part about Math is that you can't fake it. In most other disciplines, you can at least make a guess. But math problems (especially your level) are multistep, usually include choosing from one of a large number of formulae, doing the steps right, doing the algebra correctly, and reporting your answer correctly. If a student is weak in any one of those areas the whole thing blows up.
I was a strong algebra student who got a BS in Math and my teacher certification later. I remember my college Calculus quizzes. I knew many algorithms but couldn't always figure out which one I needed. If someone told me which formula to use, I could whip the problem right out. But minus that help, I found I had to do a lot of trial and error. I'd start with a possible formula, see if the data in the problem substituted reasonably, and hope to eventually recognize something that looked familiar. Sometimes I chose right. Sometimes I had to restart with a different formula. Sometimes I never got it.
The point is, the most difficult part for me (and I think a lot of students) is knowing how to start. Some ideas.
1. Give a lot of problems where the assignment is not to solve but to set it up. Points for choosing the right formula. Points for setting up correctly.
2. Tell them exactly what algorithm is required for a problem.
3. Maybe for tests and quizzes (since you are trying to instill independence) you could allow them to "buy" the correct starting formula for some grade points. In other words, if they aced the test but had to get all the formulae from you, the best grade they could get would be a B. To get an A, they ultimately have to be able to get there on their own.
And that is the goal. You want to wean them off dependence on you. But some need a lot of support to get to that point.
Awesome response
I hate, hate, hate when a student responds with idk on a test question. Surely you must know something about the question.
Get to know them. I give analogies, like, “does anyone play soccer? Ok, does anyone just show up to soccer practice, but just sit on the bench and watch while everyone else practices?”
Where I grew up, what you’re describing is called the “ghetto mentality.” If they don’t try, then in their minds, everything that they do is not a failure because they never tried. It’s a self-fulfilling prophesy. The only way you break it is to get them to work for you, as a person that they respect. After that, you introduce self-motivating strategies, like characterizing their work as paying themselves.
Giving a presentation about the difference in yearly and lifetime earnings between college and non-college educated people will also help. Our AVID classes usually do that, but if that isn’t happening...
I celebrate the failure! The only way we get better at ANYTHING is through failure.
Some great input here.
I am in the same situation and courses as the OP.
I have found most of my students that are struggling fall into on or more of the following categories:
1: They are putting in the time but with very low intensity (texting, music and playing games while taking notes and getting practice)
2: They are putting no time into the course
3: They are under prepared (gaps in math especially algebra skills are obvious)
4: They have reached this course with minimal effort and don't know how to study or take notes especially in what I affectionately call "a big girl math class"
5: They are overwhelmed in many high level courses and have Teri-bad time management skills
6: They have "early onset senioritis"
Though most of this is fixable with individual plans, some are very difficult to fix. I suggest asking your students to reflect on their performance and see if they can self diagnose their problems.
I start with the pencil trick. Most kids cannt get it. The first time. Then after a few get it they start teaching each other. I also show the judo math video about bike riding. https://youtu.be/8fB_7O8_c6A
I model failure early. I often make "mistakes" in class that students can catch. This makes them more comfortable taking risks and admitting their struggles. I ask them to check me work, to model that too.