Just Tell Me What To Do

Description of Learner:
Oscar is a 38-year old incarcerated man. He is pleasant and personable as demonstrated by his nickname, "PR man." Oscar wants to "know how to work math word problems." He is confident he can compute the math once he understands what is asked. He earned a 6.5 grade level in math and a 6.9 grade level in reading on the TABE (Tests of Adult Basic Education: CTB/McGraw-Hill). His goal is to pass the General Educational Development Test (GED) where the math section is all word problems.

Challenge faced:
Oscar can read the words in the word problems, but he doesn't know how to interpret them for computation. When I ask what he thinks the problem is asking him to do, he plays a guessing game with me. He will say, "I add, don't I?" Then he looks at me and watches for a response. If I answer with, "Why do you think you add?" he will say, "Then I must have to subtract. Right?"

What We Did:
I explained that math is more than just adding, subtracting, etc. It involves reading and vocabulary. I introduced Oscar to a math vocabulary list with short definitions and examples. I began with one-step math word problems and asked him to highlight key words found on the list. Color-coding was reserved for words that consistently represent a math operation: yellow for addition, orange for subtraction, blue for multiplication, and green for division. For each problem, he wrote the words and the process used. Next, he decided which numbers were applicable for solving the problem. We built on this plan by moving through addition, subtraction, multiplication, division, and percentages. I suggested that Oscar work on math problems with another student, so they could help each other "find out what to do." Also, I applied a reading comprehension strategy of finding the main idea, facts supporting the main idea, and conclusion within specific problems. Oscar still has to tackle multi-step problems.

Analysis:
The use of color-coding according to the computational operation takes time and patience for both the student and the teacher, but it helps Oscar who has difficulty remembering the operation implied by key words. At times, Oscar revealed a limited desire to learn by saying, "I don't get it. Just tell me what to do." I caught myself saying, "Can't you read what it says? Don't you get it yet?" Through verbal encouragement and modeling, Oscar kept on going. The challenging part for him was when I "mixed up" the math word problems. He liked it better when I had all the same kind of math word problems together. I reinforced how math vocabulary relates to reading, because he has to understand the key word(s), find the main idea, the facts to support the main idea, and then look at the conclusion (answer) and analyze it to see if it makes sense.

What I Learned:
The learning on the part of the learner is to develop comprehension skills relating to solving math word problems.

Oscar, Group Discussion:

When you give a list of key words, how do you keep the student from seeing the word 'sum,' for example, and automatically think 'add' and not think about the whole problem?
This is a good and challenging question. There is no easy answer or quick fix. I ask the student how the word "sum" is used in the problem. I follow up with the question, what is the problem asking you to do?

I have so many students who think they are wrong when I answer their question with a question. What should I do?
Many students automatically assume they are wrong when I do this. I think I tend to respond with a question to avoid telling the student his answer is wrong. What I'm trying to do is figure out his thinking process. I'm trying to see how he sees the problem. This takes a long time!

Summary:

Director's Comments:

While reading the story of Oscar, I contemplated several additional strategies you may wish to use. First, I wonder if Oscar has a good understanding of the reading model (main idea, details, summary, and conclusion). If so, this is a great strategy to use, but it is a good idea to confirm his understanding before attempting to apply it to math, because he may need to learn that series of steps as much as he needs to understand how to work math problems. Color-coding the math operations is a viable approach if Oscar highlights all the key words in the corresponding color, then determines in which order the operations are to be completed. Highlighting is key, because it shows that more than one process will be used. It's the order of the processes that then becomes the challenge. Ask Oscar to number the operations as he rereads the problem as many times as necessary to grasp the order of the operations. Once this is accomplished, he can then work the problem. If he has numbered incorrectly, he probably will not be able to solve the problem.

I think Oscar will require mnemonic strategies such as story chains composed of all the words in a particular operation to help him connect the vocabulary with the operation so he can remember them. For example, common multiplication words are: times, of, product, multiplied by, and by. A story chain, written in blue to match the color code, might be: The time you work, multiplied by the amount per hour (8 hrs X $9/hr = ) gives you the product or sum of money you earn.

Once Oscar memorizes the story for a particular operation, some intensive drill and practice may be necessary for him to connect the key words with the specific operation(s) as indicated in the story. Also, it could help if you constructed questions pertaining to circumstances in his prison life, such as amount of time his family can visit, amount of pay he can earn over x number of weeks while incarcerated, number of push ups he can complete in five weeks if he does 10 a day, etc..

It is logical to ensure that Oscar is well grounded in one-step problems for each of the basic operations before moving to multi-step problems. However, because adult learning is spotty, it sometimes helps to skip some logical steps and move to more complexity then evaluate personal reactions and computational accuracy. Back up, as needed, to areas of difficulty, but keep the complexity at the adult level as much as possible. Introduction of multi-step operations is worthwhile if it helps him move through the barrier he is now facing.

Oscar's rather helpless approach to learning may be a life-long history of using his charm to get what he wants without putting forth much genuine effort. View this as a game he is playing with you to avoid your own frustration. Be alert to what unspoken 'rules' he uses to get what he wants without much effort. Be cunning and see if you can get him to do the work by beating him at his own game. Viewing his "helplessness" as a game can make teaching Oscar lots of fun. It is possible that he has no real interest in learning how to work word problems, but that's all he could think of to get into a class and out of something else. You may want to ask him what he would be doing if he was not in class. Whatever his reason for being there, create relevant word problems that challenge his thinking while engaging him in finding solutions. By winning his attention and getting him engaged, you become the game's winner without a word about it being spoken. It can be a silent victory for you as well as providing practice for Oscar.

Oscar offers ample opportunities for consideration of alternative ways for presenting the same content. Story chains, color coding, real-life word problems, and some old-fashioned drill and practice to help him internalize the color associations and story chains may be extremely helpful. Encourage him to think in depth by creating his own problems and then solving them. You have an exciting adventure before you. Enjoy the trip.