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Trauma & Learning in
Higher EducationTrauma-Informed Education in Developmental Math
Resilience in Math MassBay was 15th out of 15 community colleges in Massachusetts for
students successfully completing their developmental math and enrolling in
college level math.
Achievement Gaps in developmental math:
62% of women received grades of C or better versus 54% of men
50% of Asian students received a grade of C or better (29% receive an F)
54% of Black/African American students received a grade of C or better (23%
received an F)
55% of Hispanic students received a grade of C or better (20% received an F)
61% of white students received a grade of C or better (18% received an F)
Surveying a cohort overtime starting from Fall 2012 to Fall of 2016, of note
was students either waiting to take their math classes until later in their
academic career or simply not passing out of them and taking the courses
repeatedly.
Some Initiatives
Given our statistics, especially our ranking as 15th out of 15, there is no
argument that change needs to happen, and it needs to happen now. So
what should that change look like?
Content Changes:
Corequisite Models
Math Pathways
Bootcamps to help prepare students for the placement test
But… I think you’re burying the lede here. We’re at a trauma-sensitive
schools conference, after all…
What if it’s not just the math?
Arguably, content-wise, MassBay is doing the same or similar things as our
sister community colleges, have been for years, yet we’re 15th out of 15.
So maybe WHAT we teach the students isn’t what needs to change. Maybe
it’s HOW we teach them.
What if it’s not just the math?
Hi, Professor I feel like a failure. I want so much
out of life, and my ability to retain this
mathematic material is in the way. I am trying
to stay positive and negative feelings keep me
in a dormant state. Math makes me cringe I will
definitely need your help please. Please help
me not give up on myself.
Why go trauma-informed?
Math is pretty traumatic
Students’ outside burdens weren’t something they could leave at the door
“I could do this, but when I looked at the test, I just went blank.”
“There’s no time to cover this. Look at all the topics we have to cover in a
semester!”
Because students are human
What made the classes trauma-
informed?
Exposing students to information on stress and brain function*
Mindfully, intentionally treating all students equally, respectfully and
compassionately.
Much more rigorous student performance record keeping
More emails… Emails when they miss class. Emails to remind of due dates.
Emails to check in.
Separating behaviors from the person
Unconditional positive regard
Math Journals Through the semester, students had to complete eight Math Journals.
Each Math Journal came with a video or videos to watch, questions to
answer regarding the video, and then space for them to free respond and
reflect about their thoughts and feelings and how the information related to
their courses, math or otherwise.
Topics for Math Journals F2017: Topics for Math Journals S2018:
Trauma-Informed Education --Math Anxiety
The Brain --Focused and Diffuse Modes
Math Anxiety --Procrastination and Practice
Food and the Brain --Self Compassion
Stress and the Brain and Body --Mindset and Obstacles
Mindset and Obstacles --Using Chunking
ACEs --Illusions of Competence
Resilience --Grit
From Spring 2018…
Good morning Professor Watts!
First off, I just wanted to let you know how much I
appreciated doing the math anxiety journal. Math has
never been my forte, I’m sure it never well be. Having a
professor who recognizes what math anxiety can do to a
brain such as mine, is incredible helpful and supportive. I
have a feeling there will be very few times where I’ll feel
that timed pressure to get stuff done, so thank you for that!
Thank you!
