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.
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