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A new study conducted by researchers at Rutgers University has found surprising results regarding struggling students and mathematics. The study focused on minority and low-income students at low performing schools for seven years, and found that those students who struggled their way through difficult math problems eventually had improved test scores and achievements.

According to associate professor Roberta Schorr, researchers found “there is a healthy amount of frustration that’s productive,” and that students gain satisfaction after struggling with a difficult problem. She further explained that many student’s talents go unnoticed without them being effectively challenged. The important piece is that this challenge takes place in a nurturing environment.

Schorr points to the common misconception that a student’s motivation has to do with his or her general preference toward or against math. But what her group found was that students who worked on tough problems with support felt satisfaction in addition to their frustrations, and were driven to work harder in the future—whether they reported “liking” math or not.

Debra Joseph-Charles, a former Newark middle school math teacher who is now a math coach in the district, put these findings to work. She gave her students complex word problems and then allowed them time to work at them in ways that pulled from each student’s individual strengths. In other words, visual learners could draw out the problem on paper and so on, integrating the theory of multiple learning types into the way she instructed the math class.

Using the Rutgers group learning method, the students in Joseph-Charles’s class then split into groups and explained how they arrived at their answer. Others in the group could give feedback about their methods, and then each group presented the best method to the class. Joseph-Charles saw a vast improvement in the students who were formerly failing or struggling. This improvement lead to better confidence, and these same students began showing more interest in math and, in turn, test scores began to rise.

This interesting study points back to motivation and its direct relation to success in math. When students are presented with difficult mathematical problems, but are supported as they work through them, they come away with a positive feeling, recognizing that frustration can be an opportunity for success, rather than a precursor to failure. It’s an important lesson that can be employed in other subjects, and in life goals in general.

Source: Yeung, Bernice. “Arithmetic Underachievers Overcome Frustration to Succeed,” www.edutopia.org.

By Ellen Dye, PhD

The first step in combatting homework problems is developing an understanding of the reasons your child is having difficulty.   Some kids neglect their work due to personality characteristics or normal developmental challenges.  Still others may be bored by a particular subject and make their homework in that class a low priority.  For many kids, effective tutoring can be an important part of the solution.

Other kids may have more significant learning issues.  Some bright students have Attention-Deficit Hyperactivity Disorder (ADHD) or unidentified learning disabilities.  The best approach to identifying the cause of homework problems is to discuss the situation with your child.  Even teenagers can be surprisingly forthcoming when parents have a positive attitude and show a genuine desire to comprehend the student’s perspective.

Kids who continue to struggle despite the best efforts of parents, teachers, and tutors may need more thorough evaluation by a psychologist. Recommendations can include homework strategies, school accommodations, diagnoses, and referrals to appropriate resources.  Parents and students are also educated about the child’s learning style, which is critical in deciding how to approach a problem and to make future academic decisions.  Tutors can work with parents and teachers to implement the recommended strategies.

In some cases, psychotherapy may be a critical component of solving academic problems.  Students are often more willing to communicate with a neutral professional who is not involved in monitoring their academic progress than they are with parents, teachers, and even supportive tutors.  A therapist is essential if underlying psychological disorders, such as depression, are at the root of the problem.  Family therapy can be helpful in improving parent-child communication and helping a student to understand that parents are on her/his side and are the student’s best advocates and advisors.

Ellen Dye is a Licensed Psychologist in Rockville, MD Ellen Dye, Ph.D. For additional information, she can be contacted at (301)770-0275 or EDyePhD@aol.com