ERIC Number: EJ1044934
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 73
"Real Teaching" in the Mathematics Classroom: A Comparison of the Instructional Practices of Elementary Teachers in Urban High-Poverty Schools
McKinney, Sueanne E.; Robinson, Jack; Berube, Clair T.
Teacher Education and Practice, v26 n4 p797-815 Fall 2013
The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines essential goals for the improvement of mathematics education, many urban high-poverty school environments continue to fall short in their implementation. As such, the research team investigated the mathematics instructional practices of star teachers and those not so identified. Based on a chi-square test for independence, the results revealed that star teachers demonstrate those instructional practices advocated by the National Council of Teachers of Mathematics more frequently than do those teachers not so identified.
Descriptors: Mathematics Instruction, Classroom Techniques, Elementary School Teachers, Disadvantaged Schools, Urban Schools, Comparative Analysis, Experienced Teachers, Novices, Guidelines, National Standards, Program Implementation, Educational Principles, Educational Practices, Teaching Methods, Teaching Styles, Statistical Significance, Teacher Characteristics, Teacher Surveys, Interviews, Incidence, Teacher Behavior, Fidelity, Instructional Innovation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A