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首页> 外文期刊>Journal of mathematics teacher education >Presumed proficiencies, credentialism, and the pedagogy of poverty: Mathematics teachers from selective alternative route programs
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Presumed proficiencies, credentialism, and the pedagogy of poverty: Mathematics teachers from selective alternative route programs

机译：假定诡计，全权主义和贫困的教育学：来自选择性替代路线计划的数学教师

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This paper presents an analysis of how school mathematics credentials, particularly calculus, coupled with elite college degrees can allow for presumed proficiencies, resulting in acceptance to a selective alternative route program (SARP) for secondary mathematics. However, such credentials do not guarantee deep mathematics knowledge nor effective teaching, particularly in low-income schools serving a majority of Black and Latinx students. We present a portrait of two NYC Teaching Fellows secondary mathematics teachers, their mathematics preparation and credentials, and how their supervisors viewed them. We further present findings from two years of classroom observations and show that these SARP mathematics teachers resorted to the direct, procedural teaching style they had known themselves, held superficial mathematical understandings, regularly made math errors, and often struggled to coherently answer students' mathematical questions.
机译：本文分析了学校数学证书，尤其是微积分，加上精英大学学位，如何允许假定的熟练程度，从而接受中学数学的选择性替代路线计划（SARP）。然而，这些证书并不能保证深厚的数学知识和有效的教学，尤其是在为大多数黑人和拉丁裔学生服务的低收入学校。我们展示了两位纽约市中学数学教师的肖像，他们的数学准备和证书，以及他们的主管如何看待他们。我们进一步展示了两年课堂观察的结果，并表明这些SARP数学教师采用了他们熟悉的直接、程序化的教学方式，持有肤浅的数学理解，经常犯数学错误，并且经常难以连贯地回答学生的数学问题。

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