Teachers' adjustment of teaching practice in tracked mathematics
Reed, Rebecca Judith
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This study used qualitative methods to study the teaching of high school mathematics teachers teaching in tracked schools. A comparison between two tracked classes was done for each of three participants. The research questions were the following: (1) What knowledge of students do teachers use to inform their teaching practice? (2) How does this knowledge of students influence their teaching practice? (3) What role does the race or culture of the students have in this knowledge of the students? The findings suggested that in between-participant comparisons, teachers made similar associations between behavior and motivation with the track of the students. Differences in pedagogical approaches in the two classes were directly related to these associations.