Basic Math in Plain English - Rabon, Bobby
16,99 €
inkl. MwSt.

Versandfertig in 1-2 Wochen
payback
8 °P sammeln
  • Broschiertes Buch

Many, if not most, American high school students have a difficult time with mathematics. The question becomes why. When comparing the math abilities of incoming foreign-born students with native-born students, one apparent distinct difference was that the foreign-born students were becoming bilingual as they were studying math in school. The foreign-born students had to learn the alphabet to form words in English. Does mathematics have an alphabet, and if it does, how is it used to form mathematical sentences? Is there a correlation between the two because mathematics is considered to be the…mehr

Andere Kunden interessierten sich auch für
Produktbeschreibung
Many, if not most, American high school students have a difficult time with mathematics. The question becomes why. When comparing the math abilities of incoming foreign-born students with native-born students, one apparent distinct difference was that the foreign-born students were becoming bilingual as they were studying math in school. The foreign-born students had to learn the alphabet to form words in English. Does mathematics have an alphabet, and if it does, how is it used to form mathematical sentences? Is there a correlation between the two because mathematics is considered to be the universal language? The germination of that idea is the rationale for this effort.
Autorenporträt
The author has a master's degree, including thirty-plus additional hours in education. He was a math and science teacher, coach, and administrator for thirty-five years in Louisiana. As an administrator, he was in charge of student behavior and discipline, and he had the opportunity to interact with many students with various academic and behavioral skills. One very prominent facet of the interactions was that behavior is influenced by degrees of success-and mathematics was one of the main reasons for lack of academic success. After retirement, he provided instruction in many subject areas in an alternative school for suspended and expelled students. Interactions with those students reaffirmed the idea that mathematics was a major problem and needed an injection of a new paradigm.