The Trials of a Poor Middle School Trying to Catch Up in Mathematics

This article details a 5-year evolution of a middle school mathematics faculty serving predominantly economically at-risk students. Faculty members worked to improve students' mathematics test scores, used a scripted curriculum, and integrated National Council of Teachers of Mathematics (NCTM) standards-based activities. Schools nationwide are transforming with the No Child Left Behind legislation, accountability mandates, and the NCTM standards. The demands on these teachers are typical of high-stakes systems. Drawing on Lave and Wenger's “community of practice” and Cobb, McClain, Lamberg, and Chrystal's extension, this article describes how teachers accommodate to the process of change and the group dynamics encountered within a school structure

Accountability · Community of practice · Connected Mathematics · Curriculum · Legislation · Mathematics education · Pedagogy · Political science · Reform mathematics · Sociology · Educational and Psychological Assessments · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies

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