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.
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.
Chapter 1 Series Foreword by Dr. Abul Pitre Chapter 2 Foreword by Dr. Press Robinson Chapter 3 Preface by Dr. Glen Duhon-Jeanlouis Chapter 4 Acknowledgments Chapter 5 Chapter One - Making Mathematics Fun in the Classroom Chapter 6 Chapter Two - Preparing Students for Learning Chapter 7 Chapter Three - Factors Influencing Student Attitudes, Behaviors, and Learning Outcomes in the Statistics Course Chapter 8 Chapter Four - Multicultural Education Math Strategies for Today's Diverse Classrooms Chapter 9 Chapter Five - After-Work Hours Challenges of American Parents to Assist Their Children with Math Homework and Other Subject Matters Chapter 10 Index Chapter 11 Editors Chapter 12 Contributors
Glendolyn Duhon-Jeanlouis is a faculty member at Walden University
and also serves as a mathematics teacher at Aldine Independent
School (Texas). Duhon-Jeanlouis' current research focus is early
childhood education.
Alice Duhon-McCallum serves as program director of the MSED Teacher
Leadership in the Richard W. Riley College of Education at Walden
University. Her current research focus is multi-cultural education
and counseling with special interest in school violence, family in
poverty, and conflict resolution.
Ashraf Esmail is an assistant professor in criminal justice at
Southern University in New Orleans. His research interests include
urban/multicultural/peace education, family, cultural diversity,
political sociology, criminology, social problems, and deviance.
…beneficial to teachers and parents, helping them to understand the
importance of mathematics to a student's academic success. Chapters
focus on how to make mathematics fun, the challenges that parents
face in assisting their children in mathematics at home, factors
influencing student attitudes, behavior and learning outcomes in
mathematics, and multicultural education mathematics strategies.
This information will serve as a resource guide to teachers and
parents who are concerned about effective strategies to best
stimulate the thinking and motivate the interest of students in
mathematics in urban schools. This book will improve the quality of
teaching and learning of urban students in mathematics at a
national level.
*Mary Mundel Addison, Ed.D., administrator in Houston Independent
School District, Houston, Texas*
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