Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction

• In Event: 14.040 - How Local Actors Make Sense of Tracking/Competing Policy Initiatives

Abstract

This paper unpacks how novice, alternatively-certified, teachers perceive both high-tracked and low-tracked students’ ability to participate in high-quality mathematics instruction. The students in these teachers mathematics classes were tracked in all subjects based on a result of a reading assessment. Furthermore, this paper investigates how these teachers were supported to negotiate these perceptions and implement instruction that engaged students in productive mathematical struggle and discussion with their peers.

Author

• Emily J. Yanisko, Urban Teachers