[NABS-L] struggling in math classes

Thu Nov 15 03:18:28 UTC 2018

Your comment about watching math videos on Khan Academy made me
remember this YouTube channel: https://www.youtube.com/misterwootube
These videos are made by a math teacher in Australia who teaches what
would be middle and high school in the US. These videos are recordings
of him teaching his classes. They cover a variety of mathematical
concepts and are very well-explained. His videos have led to him
becoming the 2018 Young Australian of the Year (quite a big honor).
They are definitely worth a watch.

On 11/15/18, Campbell Rutherford via NABS-L <nabs-l at nfbnet.org> wrote:
> Hi Maura,
>
> I am currently taking Algebra II as well, so I can understand where you're
> coming from. I love math, but there have been some concepts in this course
> that I have needed help understanding.
>
> I use a braille textbook, and I write my answers down using either a
> braille notetaker or a braille display paired with my iPhone or laptop.
> Sometimes, however, I need an extra explanation than the one provided in
> the textbook. I sometimes ask my dad, who is an engineer, for help, but I
> also like to watch instructional videos. I use a free app called Khan
> Academy, which provides videos, lessons, and quizzes on an extensive list
> of subjects, including Algebra. Most of the time, I find the videos and
> written lessons to be quite helpful, though the videos can occasionally be
> more visual than I would like.
>
> Sources I use less frequently are podcasts. I have found two good ones, and
> they are both called The Math Dude. The first is called The Math Dude,
> Quick and Dirty Tips, and the second is called The Math Dude, Algebra I. I
> believe the first did his last episode a few weeks ago, but he still has
> some great content. As for the second, even though his subject is Algebra
> I, I sometimes find it helpful to review old concepts. I don't listen to
> him very often, so I don't know if he's still making new episodes, but like
> the first Math Dude, he still has some good content.
>
> As a quick note, I sometimes like to use my braille writer to work out math
> problems out on paper rather than in a digital format, but I'm kind of
> moving away from that. It's whatever works for you.
>
> I am very much a perfectionist, and I sometimes feel as if I have to be
> more adept than my sighted peers simply because I am blind, so I understand
> your frustration. I hope this helps, and feel free to email me with any
> questions about the material you might have. I can't promise that I'll be
> much help, but I will do my best.
>
> Sincerely,
>
> Campbell
>
> On Tue, Nov 13, 2018 at 8:43 PM Ahbee Orton via NABS-L <nabs-l at nfbnet.org>
> wrote:
>
>> Hi Maura,
>>
>>   I have gone through some tough math classes, some tough science classes,
>> and now AP Economics, so I understand some of your struggle. For me, I did
>> multiple things to understand concepts. I read a Brailled paper copy ofa
>> textbook with all or most of the concepts in it. I'm a visual learner, so
>> this truly made a difference for me. I could touch the graphs, diagrams,
>> and charts.
>>   Next, I would suggest directly talking to your teacher, just like it has
>> been mentioned before. I go see my teacherggs′ during his or her planning
>> and/or during my lunch hour. He or she can also utilize the Sensational
>> Drawing Board and/or a Draftsman and/or an InTact drawing board. All of
>> these tools have made life in graphic based classes so helpful!
>>   Now, one year, I also used a board that you can get ′I think from APH
>> but not completely certain′ that has nuxbers, math symbols, and letters
>> that are magnetic and that can be moved around on a board. This allowed
>> the
>> teacher and I to work together and see what we were doing in a horizontal
>> or vertical format, depending on the concept and how it should be
>> presented.
>> I hope these ideas help!
>>
>> Blessings,
>> Ahbee
>> “Love is patient, love is kind. It does not envy, it does not boast, it is
>> not proud. It does not dishonor others, it is not self-seeking, it is not
>> easily angered, it keeps no record of wrongs. Love does not delight in
>> evil
>> but rejoices with the truth. It always protects, always trusts, always
>> hopes, always perseveres.”
>> 1 Corinthians 13:4-7 NIV
>>
>> > On Nov 13, 2018, at 6:15 PM, Mausam Mehta via NABS-L <nabs-l at nfbnet.org>
>> wrote:
>> >
>> > Hey Maura,
>> > So this one’s a little tricky. From what I’ve noticed, you either like
>> math or you don’t. Your success in the class generally depend on how much
>> you understand the material, and how much work/time you put into it. From
>> what you said here, it seems that you are receiving all the materials, and
>> The next step is being able to really understand and study them
>> affectively.
>> > One of the things I might suggest is trying to get as much of your
>> materials in braille as possible. I think it really makes a difference
>> being able to see it all written out on paper. I understand, however, that
>> it’s really hard to get a hold of braille for a lot of people, depending
>> on
>> TVI services and fun things like that. So if you can’t get hard copies,
>> maybe try reading in entering your mathematical notation into a
>> refreshable
>> braille Device like a notetaker or a braille display hooked up to a
>> computer. I feel like a hypocrite saying all of this, because by the time
>> I
>> reached Calc 3, I did all of my math work on a computer with jaws. But I
>> definitely think that braille, if you have access to it and if that is
>> what
>> you are comfortable with, will make a difference.
>> > Another thing I might suggest is talking directly to your teacher. Maybe
>> ask for sometime during the week where you can really hammer down some of
>> these concepts, presented in a different way than in class. Usually, an
>> alternative explanation has a lot of merit and can reframe the material so
>> that it makes more sense.
>> > The final piece of advice I can offer is to be a little easier on
>> yourself. I totally understand the drive to get a perfect 4.0, especially
>> in high school. There's so much pressure to be at the top, with college
>> apps and scholarships. But you also have to remember that you're trying
>> your hardest, and that's enough. If you don't get an a plus in this class,
>> it's ok. There's so much more about you that will stand out than a grade
>> in
>> math.
>> > Sorry for the mini sermon. Call or text me any time if you need to go
>> over anything.
>> > Best,
>> >
>> >
>> > Mausam Mehta
>> > Board member | National Association of blind students
>> > A proud division of the National Federation of the blind
>> > (540) 466-6033
>> > mausam.mehta.nfb at gmail.com
>> > |
>> > www.nabslink.org
>> >
>> >> On Nov 13, 2018, at 6:39 PM, Maura Loberg via NABS-L
>> >> <nabs-l at nfbnet.org>
>> wrote:
>> >>
>> >> Hey everybody, I am having a problem that is not necesarily urgent but
>> I would like your ideas in a timely fashion. I am working to earn and keep
>> a 4.0 in school, and in my other classes, this is happening.
>> Unfortunately,
>> I am majorly struggling with the math class required as a senior, it is
>> Algebra II. I have never been good at math, and it seems that no matter
>> what I do, I can't get decent grades on assignments and tests. I have a
>> paid tutor who helps me understand certain things and fills the holes left
>> by my instructor. I understand the materials well enough I believe, but I
>> am having issues executing on paper. Are there any methods that you guys
>> have used to study/understand/take notes/test in these courses. I will
>> have
>> to take college  math so these ideas will definitely be put to good use.
>> This is extremely frustrating since I have As in just about everything
>> else, and I just can't seem to get my math grades to where I want them, no
>> matter what I try. Thanks for your help in advance!
>> >>
>> >> Sent from my iPhone
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