Embracing the Principles and Standards for School Mathematics: An Inquiry into the Pedagogical and Instructional Practices of Mathematics Teachers in High-Poverty Middle Schools

Autor/inn/en	McKinney, Sueanne; Frazier, Wendy
Titel	Embracing the Principles and Standards for School Mathematics: An Inquiry into the Pedagogical and Instructional Practices of Mathematics Teachers in High-Poverty Middle Schools
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81 (2008) 5, S.201-210 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Middle Schools; Poverty; Mathematics Teachers; Mathematics Instruction; Teaching Methods; Educational Methods; Disadvantaged Schools; Classroom Techniques; Teaching Skills; Secondary School Teachers; Lecture Method; Drills (Practice); Relevance (Education); Urban Schools; Educational Technology; Manipulative Materials + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Armut; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational method; Erziehungsmethode; Klassenführung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Relevance; Relevanz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtsmedien; Hilfsmittel
Abstract	"Principles and Standards for School Mathematics" outlines essential features crucial to teaching mathematics so that all students have opportunities to learn mathematics content with conceptual understanding. Although the document outlines extensive goals for the teaching and learning of mathematics, the majority of classrooms fall short in its implementation, especially high-poverty middle schools. Therefore, the authors investigated the mathematics pedagogical and instructional skills of sixty-four in-service teachers who teach in high-poverty middle schools (grades six through eight). The results indicated that although the subjects are implementing a variety of practices, lecture, drill and practice, and teacher-directed instruction continue to dominate many high-poverty classrooms. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10