Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School

Robert Q. Berry; Linda Bol; Sueanne E. McKinney

doi:10.29333/iejme/227

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Robert Q. Berry, Linda Bol, Sueanne E. McKinney

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Abstract

The extent to which four novice teachers assigned to an urban high-poverty school implemented the Principles of School Mathematics during their mathematics instruction program was investigated using a case study design. The research team conducted 36 unannounced observations of the participating teachers and utilized a developed assessment to guide their observations. Results indicated that only one teacher was judged proficient for all the Principles. The remaining three teachers fell short in the implementation and direction of the Principles. Detailed descriptions of the pedagogical practices of the teachers are provided.

Keywords

Mathematics
Urban Schools
Pedagogy

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 4, Issue 1, January 2009, 1-22

https://doi.org/10.29333/iejme/227

Publication date: 04 Apr 2009

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How to cite this article

APA

Berry, R. Q., Bol, L., & McKinney, S. E. (2009). Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. International Electronic Journal of Mathematics Education, 4(1), 1-22. https://doi.org/10.29333/iejme/227

Vancouver

Berry RQ, Bol L, McKinney SE. Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. INT ELECT J MATH ED. 2009;4(1):1-22. https://doi.org/10.29333/iejme/227

AMA

Berry RQ, Bol L, McKinney SE. Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. INT ELECT J MATH ED. 2009;4(1), 1-22. https://doi.org/10.29333/iejme/227

Chicago

Berry, Robert Q., Linda Bol, and Sueanne E. McKinney. "Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School". International Electronic Journal of Mathematics Education 2009 4 no. 1 (2009): 1-22. https://doi.org/10.29333/iejme/227

Harvard

Berry, R. Q., Bol, L., and McKinney, S. E. (2009). Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. International Electronic Journal of Mathematics Education, 4(1), pp. 1-22. https://doi.org/10.29333/iejme/227

MLA

Berry, Robert Q. et al. "Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School". International Electronic Journal of Mathematics Education, vol. 4, no. 1, 2009, pp. 1-22. https://doi.org/10.29333/iejme/227