NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1124960
Record Type: Journal
Publication Date: 2016-Dec
Pages: 32
Abstractor: As Provided
ISSN: EISSN-2151-2612
Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction
Yanisko, Emily Joy
Journal of Urban Mathematics Education, v9 n2 p153-184 Dec 2016
In this article, the author reports on a participant-observation case study that explored how alternatively certified, middle school teachers' expectations of tracked students affect their ability to learn to teach in ways that promote students' mathematical struggle and participation in productive mathematical discussions. Two teachers--one teaching a "high-tracked" course and the other a "low-tracked" course--were participants. Both teachers initially held perceptions of their students that limited their efficacy and self-efficacy with respect to providing high-quality mathematics instruction. However, through program- and school-based mentoring, including participation in a modified reflective-teaching cycle, the teachers learned to learn from their teaching and modify their practice. Both teachers began to allow their students opportunities to struggle with rigorous mathematics and participate in student-centered discussion.
Journal of Urban Mathematics Education. Georgia State University, College of Education and Human Development, MSE, 30 Pryor Street Suite 600, Atlanta, GA 30303. Tel: 404-413-8409; Fax: 404-413-8063; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A