03231nam a2200373 a 4500 vtls000079713 MTX 160715917 001 0 eng d 9780761853176 9780761853183 201607151155 staff 201606141506 staff 201605041232 admin eng LC5129 371 Ebook Duhon-Jeanlouis, Glendolyn. 116794 Making math learning fun for inner city school students/ [electronic resource] / . The Rowman & Littlefield Publishing Group, 2011. 95 p. Chapter, Lesson, Part Chapter One: Making Mathematics Fun in the Classroom. Chapter, Lesson, Part Chapter Two: Preparing Students for Learning: Considering the Emotions. Chapter, Lesson, Part Chapter Three: Factors Influencing Student Attitudes, Behaviors, and Learning Outcomes in the Statistics Course. Chapter, Lesson, Part Chapter Four: Multicultural Education Math Strategies for Today's Diverse Classrooms. Chapter, Lesson, Part Chapter Five: After-Work Hours Challenges of American Parents to Assist Their Children with Math Homework and Other Subject Matters. Cover, Title,Making math learning fun for inner city school students--Preface, Introduction, TOC,Contents--Preface, Introduction, TOC,Series Foreword--Preface, Introduction, TOC,References--Preface, Introduction, TOC,Foreword--Preface, Introduction, TOC,Preface--Preface, Introduction, TOC,Acknowledgments--References, Appendix, Index,Index--References, Appendix, Index,Editors--References, Appendix, Index,Contributors. Making Math Learning Fun for Inner City School Students is an effective tool for educators and a textbook for professors of higher education. The concepts discussed in the book provide a body of knowledge that will enable leaders to understand the critical issues surrounding inner city school students in their ability to learn mathematical concepts. Research shows that three to five teachers of mathematics leave the school system within the first two years of teaching because of frustration experienced while helping inner city school students comprehend and master mathematical skills. Students are often discouraged by inappropriate teaching strategies that favor learning math concepts in isolation, rather than making them relevant to daily life or cultural experiences. Teachers of math must clearly understand inner city school students' learning styles when they are implementing a process for the student to learn. Classroom teachers in the twenty-first century must have valid knowledge of how the brains of inner city school children work. For students to master and comprehend math skills, learning activities must be both fun and relevant to their present body of knowledge about life and living. Mathematics 19720 Education, Urban 34894 McCallum, Alice Duhon-Ross 116795 Esmail, Ashraf. 116796 http://portal.igpublish.com/iglibrary/search/ROWMANB0003384.html 10 76262 76262