Studying Math and Science

I. Why do college math and science courses seem hard?

II. Keys to success in any class

1. Attend class regularly
2. Be on time and prepared
3. Keep up with reading
4. Do all of the homework
5. Take good notes
6. Use a study system
7. Get help when you need it
8. Contact the instructor if you are going to miss class
9. Get a study buddy

III. Taking notes in class

1. How to write
1. Keep a separate notebook and bring it with you to each class
2. Sit in the front half of the room.
3. Write the date and topic at the top of each page
4. Write legibly and skip lines
5. Read ahead in the text
6. Write explanations in words
7. Write instructions step-by-step
8. Tape record (ask first)
2. What to write
1. Anything that the instructor writes on the board
2. Meanings of any new terms or symbols
3. Every example done in class
4. Information about specific procedures
5. Information about which procedures to use when
6. Watch for clues from the instructor

IV. Where and when do you study?

1. Location
2. Time of day
3. Temperature
4. Lighting
5. Furniture
6. Supplies
7. Motivational aids
8. Consistency

V. Concentration and memory

1. Concentration
1. Eliminate distractions
2. Break down large assignments
3. Study difficult subjects first
4. Separate similar subjects
5. Take breaks
6. Reward yourself
7. Study from new books
2. Memory
1. Use more than one of your senses
2. The better you understand, the better you will remember
3. Relate new information to something you already know
4. Make a conscious decision to remember
5. Review frequently
6. Practice every day

VI. The PREP study system for skill acquisition

1. Predict
2. Read
3. Evaluate
4. Practice

VII. When your homework is done, you aren't. Ask yourself these questions to focus your learning:

1. How can different types of problems be recognized?
2. How are different types of problems related?
3. How can different problems be restated or the directions reworded to mean the same thing?
4. How can different problems be restated or the directions reworded to mean something different?
5. Is there more than one technique for solving a given problem? How do you choose?
6. Is there a way to check the answer?
7. How is this new material related to the old?
8. If I close the book and notes, will I be able to write a summary of this material?
9. Have I made all of the study aids I will need?
10. Have I read ahead to preview the next lesson?

VIII. How do you know what you know?

1. Prior knowledge poses a problem
2. Ineffective reading strategies
3. Effective reading strategies
4. Pay attention to your understanding of content
1. Do I clearly understand word meanings?
2. Does the text make sense within the framework of my prior knowledge?
3. Are there any places where the text seems ambiguous?
4. Do I understand how ideas are related?
5. Do some ideas seem contradictory?
6. Is any information missing or not clearly explained?
5. Take action if your comprehension is not complete
1. Make note cards
2. Write summaries
3. Practice problems
4. Ask for help

IX. Establish a routine for completing labs

1. Prepare for the lab
2. Clarify directions before you begin
3. Write the report ASAP
4. Look for the relationship between the lab and the concepts covered in class

X. Learn from your mistakes

1. Concept errors
2. Application errors
3. Careless errors

XI. Studying for a quiz or test

1. Familiarity vs. mastery
2. You are on your own
3. Time pressure
4. Your studying must include
1. Drill (note cards)
2. Practice (working problems)
3. Review (from notes and other study aids)
4. Reflection (note similarities, differences, possible variations)
5. Take a practice test or quiz
6. Work with a partner
7. Don't cram

References

Mary Catharine Hudspeth and Lewis R. Hirsch, Studying Mathematics, Kendall/Hunt Publishing Company, 1982.

Carol C. Kanar, The Confident Student, third Edition, Houghton Mifflin Company, 1998.

Carol Minnick Santa and Donna E. Alvermann, Science Learning: Processes and Applications, International Reading Association, Inc., 1991.

Cyrus F. Smith, Jr. and Henry S. Kepner, Jr., Reading in the Mathematics Classroom, National Education Association of the United States, 1981.

This outline was compiled by Karla McCavit for the Quantitative Skills Center at Albion College.

Back to the Quantitative Skills Center page