Promising Practice in Mathematics Pedagogy in Urban Context

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Instructional Practices in Mathematics

Abstract

The teaching practices of effective teachers in urban math classrooms provide unique insight into promising mathematics pedagogy adapted to the social context of urban schools. This descriptive qualitative analysis studies individual teachers apart of a continuous improvement project between a university and six public schools, which seeks to improve mathematics learning through equitable instruction defined as both rigorous and accessible. Data describes how teachers customize math learning nested within an equitable classroom culture.

Author

• Joshua L. Michael, University of Maryland - Baltimore County