An Examination of the Instructional Practices of Mathematics Teachers in Urban Schools

Researchers have given increased attention to the teaching and learning of mathematics since the release of the National Council of Teachers of Mathematics (NCTM)'s Principles and Standards for School Mathematics (PSSM). Despite the clear and focused goals, recommendations, and standards set by the NCTM (2000), a majority of classrooms continue to fall short in implementation and direction, especially in urban high-poverty schools. Therefore, the authors investigated the pedagogical and instructional mathematics skills of 99 in-service teachers who taught in high-poverty elementary schools (Grades K-5). The results revealed that many pedagogical practices endorsed by NCTM's PSSM are being used by teachers to foster students' mathematics learning, some more frequently than others. If high-poverty schools are to achieve world-class status in mathematics, widespread efforts are needed to advance the implementation of pedagogical practices supported by PSSM.