Teachers Who Not Just Survive, but Thrive in Teaching Mathematics in Urban High Schools

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Math and Relationships as a Third Space of Inquiry (Table 19)

Abstract

Despite abundant research on high-quality mathematics instruction, a majority of urban math educators continue to use traditional teaching methods that are not inclusive to all students. When teachers couple traditional practices with deficit thinking, urban students’ performance confirms teachers’ low-academic expectations. This practitioner research study at an urban high school district used interviews, self reflection, and analyzed referral data to examine educators’ motivations to see their students holistically, valuing their cultural wealth. Data analysis revealed the interdependent relationship between classroom power dynamic tensions and self-internal processing, pushing teachers to implement student-centered instruction while bettering teacher-student power dynamics. This study simultaneously challenges deficit views held by teachers and suggests when teachers use student-centered instruction, more students can access higher level math.

Author

• Allison Mok, San Francisco State University
  Presenting Author