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- Title
Navigating the Challenges of Student-Centered Mathematics Teaching in an Urban Context.
- Authors
Serrano Corkin, Danya; Coleman, Stephanie L.; Ekmekci, Adem
- Abstract
Guided by the "constructivism in practice" dilemmas framework developed by Windschitl (Rev Educ Res 72(2):131–175, 2002) we investigated the conceptual, pedagogical, cultural, and political barriers that 24 K-12 mathematics teachers working in a high-poverty urban school district in Texas encountered when trying to implement student-centered teaching practices learned through a rigorous professional development program. Themes that emerged from this qualitative analysis included barriers concerning lack of awareness of constructivist theory, difficulties facilitating student-centered activities in the classroom, poverty, lack of instructional autonomy, and high-stakes testing. Identifying a wide breadth of barriers to student-centered teaching may inform teacher educators and school administrators working in urban contexts in developing strategies to overcome these obstacles.
- Subjects
TEXAS; CAREER development; SCHOOL environment; SCHOOL administrators; MATHEMATICS teachers; TEACHERS; CLASSROOM activities; CONSTRUCTIVISM (Psychology); TEACHER educators
- Publication
Urban Review, 2019, Vol 51, Issue 3, p370
- ISSN
0042-0972
- Publication type
Article
- DOI
10.1007/s11256-018-0485-6