How to Stop Students from Second-Guessing on Math Exams

The brain is a funny thing. We've evolved these giant frontal lobes that can plan years in advance, but throw in a bit of test anxiety and we're suddenly running from a lion at dusk. When the brain detects danger, that massive frontal cortex shuts off and is just there taking up space.

If I had to estimate, every single student I have ever had in any of my special education math classes has had some level math anxiety. I have my theories as to why this is, but in this post I want to instead focus on ways to help students overcome this anxiety when taking tests so that they don't doubt their answers.  

How to stop students second-guessing their math

I asked teachers on Facebook what they do to help students with this, and got a bunch of great advice. Their advice is below. If you'd like to read the original thread, it's here.

Check your work Your gut is mostly right. - Dan D 

By teaching them to be able to ask themselves why they did what they did.... in other words, By teaching them not to guess the first time 😛 . I notice it happens most often when it "doesn't look right" -- by their old way of thinking. "It's not what it looks like, it's what it means!" (so -- change 2.4 to a percent.... if they remind themselves that 1 is 100% because it's the whole thing...) If it is a multiple choice test -- one of the choices will BE the "second guess" answer. If they know that.... - Susan J 

They have to explain exactly why they are changing their answer. Can they show incorrect math? Did they miss a word in the question? - Kathryn L 

Another rule I had was that I wouldn't receive a test before the time limit was up with blank questions. Once submitted, they wouldn't get it back, so I told them to keep it at their desk so they have an opportunity to fill in empty spaces - Tamara M

Don’t “second guess” but always double check - David C 

I tell them not to change an answer unless they are absolutely sure they made an error. - Lindsay S 

I tell them the strategy is: if you go back you may not change steps. Only recalculate answers. And if you get a different answer do it again. If that number doesn’t match the first LEAVE IT ALONE 🤣 - Erin C 

To trust their instinctual thoughts, and trust in how they were taught, by me. Instill that they are now the expert and no need to second guess. - Cameron S 

I told them only change it if you can give a reason that its wrong...you see you misread or missed information etc - Susan S 

I encourage kids to finish the test before going back and checking. And my mantra is “Don’t erase until you can replace!” - Dina L 

Ooh interesting question! I found this happened more often with my traditionally educated students who had a lot of testing. For my homeschooled students, they seem more inclined to go with their gut instincts without giving a second thought about it. I haven’t taught as many homeschoolers with testing though. - Jean H 

I guess it depends if their work is making sense to them. Sometimes a kid’s first instinct is a mistake… - Helen H 

I use practice tests and test talks. - Renae B 

I had a rule: do not erase unless you can replace. I had many students that would second guess and erase a solution that was correct, or partially correct, but then put nothing in its place. So I started encouraging them that it is better to keep your initial answer there, because you might be right. But if you submit nothing, you guarantee that you get zero for that question. So I told them only to wear their work when they had a clear idea of what they wanted to replace it with - Tamara M 

A basic starting point was to ask them everytime they turned something in (not just tests), "How did you do?" Most would look surprised. "I don't know, you haven't graded it yet". Getting them to recognize their own perceptions - Vicki H 

I gave a student 2 answer sheets. One for her original answers, the other for her second guesses. I graded both. She always scored better on the original. - Peggy S 

I say it out loud throughout the year. I constantly tell them to believe in themselves and don’t second guess themselves. And when they ask for help, I always ask what they think and never give them answers. We work towards answers together if needed. - Danielle H 

During assignments when they ask for help I ask them “what do they want to do” or “what is your first thought to do” and then tell them to try that. Usually they are right or they can figure out what to do from there. I sometimes make a show out of it saying “what am I even here for, you knew what to do all along” or something like that. I just build their confidence during assignments and work time so they learn to trust themselves and to try during a test. - Jillian M 

Not sure that I’ve taught them that, but we go over questions and talk about the incorrect answers and why they are incorrect, as well as choosing the correct answer. 🙂 - Kristin H 

Always questions To help guide them in the right direction and then I use the mantra, especially in math, “when in doubt, draw it out” - Theresa D 

IMHO teach them to trust the process. Teach them good habits. Teach them how to double and triple check their answers. How to work the puzzle from multiple angles. Cause the real world doesn’t accept close. Doesn’t care about wrong answers. The world doesn’t care about your gut. It cares about being able to explain your answers so that others can agree that the right thing was being calculated. - John R 

For in class tests that were not very basic questions, we put the answers on the test and told the kids we were grading their work. - Kasey N 

Yes! Always go with your gut instinct. - Michael S 

Give them practice in class without assistance until they build that confidence. - Teracita L 

I teach them to use their number sense (estimating, should it increase/decrease, should it be a positive/negative slope, etc)to figure out if their answer makes sense! - Amanda B 

Before I pass out the tests to the class. Students put all belongings under their desk including pencil. I give them 1 minute to read the test. Then they have 2 minutes to do a test talk. They can collaborate with anyone in the room except me. They are not allowed to “give answers”, only clarify strategies. Nearly all my students said it decreased anxiety for them and helped them get off to a confident start (not second guessing themselves). - Sharon N

I have pointed out to students that a test is just a simple piece of paper that easily rips, and to pretend it's just classwork or a warm-up. A couple years I've even had some kids come to the front to punch the test. This probably isn't the best advice, or even appropriate, but it was effective for a few kids who couldn't get out of their own way.

What would you add? What has worked for your students?