College math courses are very different than the ones in high school. They usually meet less often and move faster, typically covering material at about twice as fast as a high school course. College professors expect students to keep up. They cannot wait for students that fall behind.

In many cases, it is actually assumed that a few of the students will need to repeat the course. Remember, it isn't fair to hold back the rest of the class when some students have not kept up or sought out help when they need it. Students that have kept up have paid to be in the class.

Most college math professors do not grade homework - students are expected to "practice" math skills and come to class prepared to move on. When a student has questions or problems; they are expected to get help, often, outside of class.  Students are responsible for their learning, not the college professor. The college math class has tests and quizzes spaced farther apart.

Each "checkpoint" probably tests on a larger amount of material.
Students can expect to spend more time doing homework in a college math class (even when that homework is not graded). In general, it is expected that a student spend 2 hours of homework for every hour spent in class - and that might not even be enough time for some. In most cases, college math classes are designed to prepare students for higher-level math, science, and a variety of other important courses.

We all need help at some point - especially in math classes. Because college math classes are so different from high school classes, many students, especially freshman or return adults, will find that they need help. PLEASE GET HELP JUST AS SOON AS YOU THINK YOU NEED IT!

Don't wait until you fail a quiz or exam. Instructors appreciate it when students can recognize problems BEFORE they are behind - it makes life easier for everybody.   Asking questions is important - there is no such thing as a "dumb" question, but some questions are more helpful than others. When working with others, try to ask questions that will allow them to see where you need help.

"I don't understand this section," is better than no question at all, but it is hard to see where the problem is. A more meaningful question might be, "I don't see why f(x+h) doesn't equal f(x) + f(h)." If you ask this question to someone that understands math, for example, they will immediately see that the problem is a misunderstanding about function notation. When doing homework, it can help to create a list of questions to ask the professor in class or during office hours, or to another person.

Creating a study-group for a math class is a great way to meet people, get involved on campus, and make a math class more meaningful and fun. Classmates, friends, or students in other sections can often work together to the benefit of all.
Most campuses have "Academic Support" to provide assistance to students that are ready to get help and take responsibility for doing so. Often, one-on-one tutoring or study groups are available - on some campuses, at no cost. Take advantage of all the resources available.

Today, many high-quality resources are online - virtually any math topic is supported online. Often, there are examples, tutorials, and alternative presentations. They represent a great way to help and builds information and technology literacy skills.

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Why Study Algebra?

Sometimes, the hardest part of learning is accepting that the skills are actually going to be valuable. Let's face it, we all feel better about working towards a goal when it has meaning. Why study Algebra?

The simplest answer is because it is going to be part of virtually ALL degree programs. When we make the decision to earn a 4-year degree, we have actually agreed to work towards the standards and requirements of that degree program. On a more practical level, math skills prepare us for business calculations, money management, and additional courses in sciences, engineering and technology. Algebra shows us the "nuts and bolts" of how numbers work and prepares us to apply mathematics to a wide variety of situations.

Perhaps even more important, but not as tangible, algebra has historically been used to build and reinforce thinking skills. Yes, there are calculations and problem sets, but these are all based on principles and applications of reason and persuasion. We live in an increasingly complex world. Recognizing, understanding, and following the rules and patterns of mathematics, practices and nurtures an ability to think and reason.

An algebra classroom provides a neutral territory for the practice of rule, pattern-based reason, and logic. Reasonable people can disagree on virtually EVERYTHING! It would probably not be possible to teach reason and logic across diverse groups of people outside of a factual, verifiable, and objective context. We all have rights to hold various opinions and viewpoints.

Think of algebra as a "neutral world" where we can talk about reason - we can find areas of agreement in math: 2 + 2 = 4. Are there really these types of clear-cut answers in other parts of life? Personal philosophies and opinions that we all have mean relatively little in a math class.   Algebra classes allow us to set these differences aside and talk about applying reasons and logic. If we disagree, it will be a relatively simple matter to "do the math" and see if the calculations result in a "true" or "false" statement.

Think about it, if math course just gave students formulas and numbers to "plug-in" without a need to apply algebra, it would just be busywork - a waste of time. It is not likely that in the real world we will find problems ready to solve without some additional thought. If life was that easy, those problems would have been solved long ago. 

Higher-level math classes are important, because they respect each learner's intelligence. They recognize that the PROCESS of applying math is just as important as the correct answer. Yes, after we graduate, many of us can forget many of the procedures we studied in algebra class. The "self-understanding" and critical thinking skills that are part of an algebra class are valuable life-skills.

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Studying Math is Different from Studying Other Subjects

Math is learned by doing problems. Do the homework. The problems help you learn the formulas and techniques you do need to know, as well as improve your problem-solving prowess. 

A word of warning: Each class builds on the previous ones, all semester long. You must keep up with the Instructor: attend class, read the text, and do homework every day. Falling a day behind puts you at a disadvantage. Falling a week behind puts you in deep trouble.

A word of encouragement: Each class builds on the previous ones, all semester long. You're always reviewing previous material as you do new material. Many of the ideas hang together. Identifying and learning the key concepts means you don't have to memorize as much.

Math is a skill. To develop that skill you must practice. Do your homework in a quiet place, similar to the classroom if possible. Do not spend "hours" on one problem. If you cannot solve a problem, look for a similar problem in your notes or your text. If you still cannot solve the problem, skip it and work on other problems. Try the problem later. Many times you will come up with an idea after you have done something else for a while. If you still cannot solve the problem, get some help.

Math Study Skills: Active Learning

Be actively involved in your education! Here are some tips to "take charge" of your learning in an algebra class:

• Take responsibility for studying, recognizing what you do and don't know, and knowing how to get your instructor to help you with what you don't know.

• Attend class every day and take complete notes. Instructors formulate test questions based on material and examples covered in class as well as on those in the text.

• Be an active participant in the classroom. Get ahead in the book; try to work some of the problems before they are covered in class. Anticipate what the Instructor's next step will be.

• Ask questions in class! There are usually other students wanting to know the answers to the same questions you have.

• Go to office hours and ask questions. The Instructor will be pleased to see that you are interested and you will be actively helping yourself.

• Keep a glossary of math terms as they are presented in class. Math is a language, getting involved by maintaining a list of terms will keep you involved and learning.

• Show ALL work; do not skip steps, even on homework.

• Good study habits throughout the semester make it easier to study for tests.

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Getting Help

When should I get help with math? Great question, perhaps the key to success. GET IT AS SOON AS YOU NEED IT! Do not wait until just before a test.
Math and algebra are procedural skills that most of us cannot "cram" effectively. The procedures in each section build on the skills that have been mastered in the previous section.

When students fall behind, the "make-up" work becomes more difficult, because now students are forced to practice and learn complex procedures before they have developed confidence and accuracy with more basic skills.  Not sure if you need help? Then now is a good time to get it. There are some questions that if we have to ask, we have already answered. Don't wait until you are SURE you need help.

The best time to get help is when you still have some comfort and confidence with the material. Students that get help early and work with other almost always do fine.
Many will find that they can spend less time studying and get more out of their efforts by having someone available to provide guidance.  Sometimes, just knowing the help is there or getting confirmation on a procedure is the difference between an easy 25 minute study session and hours of frustration.

Resources

Now that we have looked at when to get help, let's review some places to look for provide help Here are some suggestions:

• Ask questions in class. You get help and stay actively involved in the class.

• Visit the instructor's office hours. Instructors like to see students who want to help themselves.

• Use campus academic services, like the Math Center. People with the knowledge and skills to help are available for you.

• Ask friends, members of your study group, or anyone else who can help. The classmate who explains something to you learns just as much as you do, for he/she must think carefully about how to explain the particular concept or solution in a clear way.

• Find a private tutor if you can't get enough help from other sources.

All students need help at some point, so be sure to get the help you need. Working through these situations is one of the most valuable skills that we learn in college. How I work through problems is often just as important as solving the problem itself. Developing "self-understanding" to know when you need help, locating appropriate resources, and working collaboratively to solve problems is part of what a good education is all about.

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Asking Questions

Don't be afraid to ask questions. Any question is better than no question at all (at least your Instructor/tutor will know you are confused). But a good question will allow your helper to quickly identify exactly what you don't understand. Here are some points to remember about questions.

Not too helpful comment: "I don't understand this section." The best you can expect in reply to such a remark is a brief review of the section, and this will likely overlook the particular thing(s), which you don't understand.

Good comment: "I don't understand why f(x + h) doesn't equal f(x) + f(h)." This is a very specific remark that will get a very specific response and clear up your difficulty.

Good question: "How can you tell the difference between the equation of a circle and the equation of a line?"

Okay question: "How do you do #17?"

Better question: "Can you show me how to set up #17?" (the Instructor can let you try to finish the problem on your own), or "This is how I tried to do #17. What went wrong?" The focus of attention is on your thought process.

Right after you get help with a problem, work another similar problem by yourself. Remember, developing comfort, confidence, and accuracy with procedures is the key to mastering math. Finding good people to work with and developing good communications skills will make math much easier to study.

Take Charge!

You control the help you get. Learning how to best use resources is important. Helpers should be coaches, not crutches. They should encourage you, give you hints as you need them, and sometimes show you how to do problems. They cannot actually do the work you need to do.

They are there to help you figure out how to learn math for yourself. That's why those that get help early, before they fail tests, usually do well. When someone guides our learning by empowering us to more efficiently teach ourselves, we have a valuable skill for life. Problems late in the semester can be avoided altogether.

When you go to office hours, your study group or a tutor, have a specific list of questions prepared in advance. This will allow you to take charge of the session and get the most out of it. When working with a guide or tutor, do not allow yourself to become dependent on that help. The tutor cannot take the exams for you. You must take care to be the one in control of tutoring sessions.

Taking charge means recognizing that sometimes you do need some coaching, and it is up to you to seek out that coaching.

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