HeartMath Program
Tools for reducing Math Anxiety and
Test Anxiety
&
College Prep
Readiness
CPR
Improving
Students Mathematics Performance and Learning
The
Greater Cincinnati Tech Prep Consortium (GCTPC) and the University of Cincinnati
Clermont College (UCCC) formed a partnership to address the learning needs of
students in the area of mathematics in the fall of 2001. The project integrates Freeze-Frame®, an
emotional refocusing training technique developed by the Institute of HeartMath
(IHM) into mathematics instruction.
Freeze-Frame involves psycho-physiological stress reduction
strategies. The desired outcome of the
project is to provide teachers and students with strategies designed to
optimize learning and performance in mathematics and test taking. Rep. Ralph
Regula (R-OH) states, "As annual testing becomes a regular part of our
educational system through the No Child Left Behind Act and other state
requirements, it is important that when we test students on their mastery of a
subject, we are truly getting accurate results. The program developed by the
Specifically,
the goal of the partnership between GCTPC and UCCC is to assist Tech Prep high
school students in improving their math scores and abilities, given that math
remediation is a major barrier for high school students transitioning into
college. Through the HeartMath project,
UCCC will provide mathematics tutoring to Tech Prep high school students
through The Learning Center (TLC) plus diagnostic and placement testing via
Compass Mathematics College Placement Test, a self-report measure. In addition, UCCC professors will collaborate
with high school faculty to better prepare students to take the Compass
Placement Test and by providing both faculty and students with HeartMath
emotional refocusing training GCTPC hopes to reach its goal of reducing
remediation by at least ten percent.
There are numerous benefits to
this partnership.
Ø
Goodwill: By
attending to the needs of students in the area high schools and technical
schools, we create goodwill and attract students to attend UC Clermont.
Ø
Cost: By
teaching the Freeze-Frame techniques to students in the area high schools and
technical schools, we potentially decrease the cost of attending college for
students. Higher tests scores and
placement in mathematics equates to fewer remedial courses, and could
realistically reduce the time they might otherwise take to complete the
requirements of their program.
Ø
Retention: By
teaching the Freeze-Frame techniques at UCCC, we potentially increase student
satisfaction and retention among our current college students.
Ø Success: Additionally, all students who
improve their performance in mathematics may benefit from greater career
choices and success.
Working
with Tech Prep high school students over the past four years has provided
positive results. Tech Prep students in
these pilot projects, who underwent Freeze-Frame training, and mathematics
tutoring, demonstrated a mean gain in their mathematics test scores in COMPASS Placement Test Pre and Post
Ø Algebra for the combined 2002 and 2003 projects of
23.1%,
Ø Algebra for 2002 of 36.9%,
Ø Algebra for 2003 of 9.9%,
Ø Algebra for 2004 of 22.4%
Ø
All Domains
for 2005 Bethel Tate 73% - Integrated into the classroom by the Mathematics
Teacher
Student
Comments from This Project
These results, although not derived from
a scientific study, have encouraged us to continue the project this year.
In the
spring quarter 2004, we began a HeartMath pilot project involving fifteen
Surgical Technology students at the University of Cincinnati Clermont
College. In addition, there are plans to
expand this to include more UCCC students.
In the autumn quarter 2004, we plan to offer an introductory algebra
course that integrates the HeartMath emotional refocusing tools with
mathematics learning. We are looking for
ways to integrate the HeartMath tools into a freshman year experience. UCCC administrators, and many others, support
this project. Together, we are moving
forward.
Furthermore, we look forward to
eventually expanding the HeartMath project to urban areas of
The
Freeze-Frame® emotional refocusing tools used in the Projects provide students
with practical techniques designed to help them neutralize or transform
negative, reactive emotions and behaviors in the moment, allowing them to
replace emotional imbalance with increased resilience and emotional stability.
The intended benefit of these techniques is to counteract or altogether prevent
destructive psychological and physiological responses to stress and to promote
a wider range of proactive responses in stressful situations, such as
math-anxiety and test-anxiety. The techniques to be taught have been used
successfully with children, adolescents, adults, and families in a variety of
settings. Previous applications include: facilitating improvements in reading
skills in learning-disabled fifth and sixth graders; facilitating a substance
abuse recovery program in teenagers; and helping migrant families better
integrate into American culture, improve academic skills, reinforce family
connectedness, and enhance the ability to cope with challenges such as
violence, poverty, fear and isolation.
Freeze-Frame®
enables individuals to intervene in the moment that stress or an emotional
reaction is experienced. The Institute of HeartMath (IHM) has determined that
the Freeze-Frame technique is an effective intervention that leads to increased
test scores in mathematics. We are applying the HeartMath tools in an
academic mathematics environment designed to extend learning beyond a simple,
isolated classroom content oriented experience into the multi-faceted realm of
real-life experience. These
emotional refocusing tools used in the HeartMath Intervention will provide
students with practical techniques designed to reduce stress and increase
mathematics learning. With practice,
this tool can be used effectively in less than one minute.
Testimonial from a nursing student:
“I am
currently in my first year of nursing and loving every minute of it. Before
HeartMath I was easily stressed … causing me to lose complete concentration.
Thanks to HeartMath I have been successful on tests and in stressful
situations. Not only do I use the skills they taught me when I am in school,
but also when I am having a hectic day and just need to relax. I would recommend HeartMath to anyone, not
just people who are stressed … about taking tests especially in math.”
Testimonial from a high school/career
center technology teacher:
" I
originally looked at HeartMath as a way to help handle some of the stress in my
life. After going through the training, I have been able to use this in my
personal and professional life. … I am
excited about introducing this technique to my students in the classroom.
…Hoping these techniques help them to handle stressful situations such as
testing. Heart Math is becoming a valuable tool for me."
Testimonial from a UCCC student:
“I was
introduced to the “HeartMath” technique and the Freeze-Framer approximately one
month ago. During the last month, I have seen a positive change in my
test taking abilities. My testing efficiency has also improved. I
used to “freeze up” when it came to test taking, not anymore. Using the
Freeze-Framer to practice the “HeartMath” tools has increased my confidence
level as well. I have not only used the “HeartMath” technique in school,
but have also used it in dealing with other aspects of my life. I no
longer feel stressed about the “little” things in life. This is a “tool”
that I would recommend for everyone to try. It is a very effective
technique to know, and using the Freeze-Framer made it real easy to learn.”
For
more information contact:
Michael Vislocky, Ph.D.
Science, Mathematics & Engineering Division
Phone: (513) 732-5307
Fax: (513) 732-5304
Michael.Vislocky@UC.EDU
http://mathematics.clc.uc.edu/vislocky
Ronald P.
Leslie, Ph.D.
Humanities and Social Science Division
Phone: (513) 732-5249
Ron.Leslie@UC.Edu