Overview

Although inner-city nontraditional students have native ability, Miller contends that they often lack the educational background to handle college-level mathematics courses. In Teaching College Algebra: Reversing the Effects of Social Promotion, Miller provides a user-friendly guide for teaching algebra, including trigonometry, finite mathematics, and statistics to students who are the victims of school social promotion practices. Teaching College Algebra discusses how to present material to students who are inadequately prepared, ways to build self-confidence, and advice for developing a new teaching style appropriate to the task of preparing nontraditional students for college-level mathematics. In addition to including a complete discussion on the basic principles of algebra, the book provides helpful chapter summaries, course outlines, word problems, and timetables. It will be of great assistance to teachers, college professors, and parents.

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9781578862429

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Students from poor black neighborhoods have been systematically left out of the loop in mathematics preparation. This book provides a view of algebra that both students from the 'hood' and their educators can relate to and benefit from. -- Eric Frankle This book suggests unique approaches to helping non-traditional students who often struggle with the first semester pre-calculus course. The author emphasizes learning to read the mathematics book, the difference between thinking mathematically and thinking arithmetically, and the use of the blackboard and graphical representation. Scitech Book News This is a practical book presenting teaching ideas to enhance student success in introductory college algebra courses, in particular as a prerequisite to the core mathematics course for business majors. If you teach that course, it is well worth the short read of this well written, thoughtful book. Education Review The art and joy of learning mathematics rests on motivation, reading and understanding, diligent and constant practice, and most importantly, a 'can-do attitude'. This book succeeds in bringing out the elements listed above and cognates the teaching style of the author whose classes I have had the opportunity to visit many times. It presents graphical and symbolic representations of the subject matter in a manner that is compelling to read without compromising the aesthetics of mathematics. -- Hanson Umoh

Students from poor black neighborhoods have been systematically left out of the loop in mathematics preparation. This book provides a view of algebra that both students from the 'hood' and their educators can relate to and benefit from. -- Eric Frankle, associate professor, Delaware State University This book suggests unique approaches to helping non-traditional students who often struggle with the first semester pre-calculus course. The author emphasizes learning to read the mathematics book, the difference between thinking mathematically and thinking arithmetically, and the use of the blackboard and graphical representation. Scitech Book News This is a practical book presenting teaching ideas to enhance student success in introductory college algebra courses, in particular as a prerequisite to the core mathematics course for business majors. If you teach that course, it is well worth the short read of this well written, thoughtful book. Education Review The art and joy of learning mathematics rests on motivation, reading and understanding, diligent and constant practice, and most importantly, a 'can-do attitude'. This book succeeds in bringing out the elements listed above and cognates the teaching style of the author whose classes I have had the opportunity to visit many times. It presents graphical and symbolic representations of the subject matter in a manner that is compelling to read without compromising the aesthetics of mathematics. -- Hanson Umoh, chair and professor of mathematics, Delaware State University

Students from poor black neighborhoods have been systematically left out of the loop in mathematics preparation. This book provides a view of algebra that both students from the 'hood' and their educators can relate to and benefit from.--Eric Frankle

Author Information

Sherman N. Miller is a former visiting instructor of mathematics at Delaware State University and a doctoral candidate in education at the University of Delaware where his area of interest in curriculum and instruction.

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