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041	0		_aeng
050			_aLC5129
082			_a371
099			_aEbook
100	1		_aDuhon-Jeanlouis, Glendolyn. _9116794
245			_aMaking math learning fun for inner city school students/ _h[electronic resource] / _c.
260			_bThe Rowman & Littlefield Publishing Group, _c2011.
300			_a95 p.
505	0		_gChapter, Lesson, Part _tChapter One: Making Mathematics Fun in the Classroom.
505	0		_gChapter, Lesson, Part _tChapter Two: Preparing Students for Learning: Considering the Emotions.
505	0		_gChapter, Lesson, Part _tChapter Three: Factors Influencing Student Attitudes, Behaviors, and Learning Outcomes in the Statistics Course.
505	0		_gChapter, Lesson, Part _tChapter Four: Multicultural Education Math Strategies for Today's Diverse Classrooms.
505	0		_gChapter, Lesson, Part _tChapter Five: After-Work Hours Challenges of American Parents to Assist Their Children with Math Homework and Other Subject Matters.
505	0		_aCover, 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.
520			_aMaking 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.
650		0	_aMathematics _919720
650		0	_aEducation, Urban _934894
700	1		_aMcCallum, Alice Duhon-Ross _9116795
700	1		_aEsmail, Ashraf. _9116796
856	4	0	_uhttp://portal.igpublish.com/iglibrary/search/ROWMANB0003384.html
942			_c10
999			_c76262 _d76262