MATHEMATICS TEACHING IN AN URBAN SCHOOL: A CASE STUDY OF TWO TEACHERS

Abstract

Authentic teaching and learning practices have been part of the educational landscape for over two decades and include student-centered approaches such as construction of knowledge, disciplined inquiry, and finding value in learning beyond school. Literature often defines authentic teaching without discussing cultural contexts and learning environments. This case study examined two mathematics teachers in a culturally diverse, urban school looking specifically at their curricula and instructional practices. Taking into consideration both internal and external factors, teachers were found to extend practices associated with authentic teaching and learning, while also integrating elements of culturally relevant pedagogies.

Findings for this case study include teachers enacting curricula that are driven by both students’ and teachers’ interests, integrating high levels of care into mathematics curriculum and instruction, and sharing responsibility for student learning. Further, teachers were observed co-creating unique classroom cultures with their students. This was made possible due to teachers’ vulnerability with students, while also persevering through internal and external constraints and limitations.