International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School
APA
In-text citation: (Berry et al., 2009)
Reference: Berry, R. Q., Bol, L., & McKinney, S. E. (2009). Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. International Electronic Journal of Mathematics Education, 4(1), 1-22. https://doi.org/10.29333/iejme/227
AMA
In-text citation: (1), (2), (3), etc.
Reference: Berry RQ, Bol L, McKinney SE. Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. INT ELECT J MATH ED. 2009;4(1), 1-22. https://doi.org/10.29333/iejme/227
Chicago
In-text citation: (Berry et al., 2009)
Reference: Berry, Robert Q., Linda Bol, and Sueanne E. McKinney. "Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School". International Electronic Journal of Mathematics Education 2009 4 no. 1 (2009): 1-22. https://doi.org/10.29333/iejme/227
Harvard
In-text citation: (Berry et al., 2009)
Reference: Berry, R. Q., Bol, L., and McKinney, S. E. (2009). Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. International Electronic Journal of Mathematics Education, 4(1), pp. 1-22. https://doi.org/10.29333/iejme/227
MLA
In-text citation: (Berry et al., 2009)
Reference: Berry, Robert Q. et al. "Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School". International Electronic Journal of Mathematics Education, vol. 4, no. 1, 2009, pp. 1-22. https://doi.org/10.29333/iejme/227
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Berry RQ, Bol L, McKinney SE. Addressing the Principles for School Mathematics: a Case Study of Elementary Teachers’ Pedagogy and Practices in an Urban High-Poverty School. INT ELECT J MATH ED. 2009;4(1):1-22. https://doi.org/10.29333/iejme/227

Abstract

The extent to which four novice teachers assigned to an urban high-poverty school implemented the Principles of School Mathematics during their mathematics instruction program was investigated using a case study design. The research team conducted 36 unannounced observations of the participating teachers and utilized a developed assessment to guide their observations. Results indicated that only one teacher was judged proficient for all the Principles. The remaining three teachers fell short in the implementation and direction of the Principles. Detailed descriptions of the pedagogical practices of the teachers are provided.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.