Barbara Phillips

I adapt each lesson to match the student’s learning style. You will be taught how the subject matter relates to real world scenarios so it is easier to understand and remember. Mathematics should not be scary or intimidating. I often find that students who feel this way do so because lessons were not taught to match their learning style and were not relatable so they were easily forgotten. For example, exponential growth taught using cellular division is not relatable to most people. However, exponential growth taught using COVID cases is very relatable and will not be easily forgotten.

I will go back to catch the missing skills that are hindering your progress. This type of review often results in instant improvement. Mathematics builds from course to course so missing or not mastered chunks from previous coursework usually is the cause of students’ frustration and confusion. This is especially true for adults who have been out of school for a period and have forgotten the previous material. Catching up or refreshers usually lead to lower anxiety and higher levels of mastery.

The goal with any course is to get to the level of unconscious competence. Math should be like riding a bike or answering 2+2 without having to think about it. It should also be applicable to real world scenarios. If a student can see a use for the information, their mastery and retention of the material will come quickly.

Math shouldn’t be intimidating. The words statistical analysis shouldn’t create anxiety or panic.