Learning to Teach Mathematics in Urban High Schools: Untangling the Threads of Interwoven Narratives

Abstract

In this article, the authors explore learning about equity pedagogy in mathematics by focusing on the experiences of a teacher and teacher educator within the Centering the Teaching of Mathematics on Urban Youth project. One teacher’s story is interwoven as a counterpoint and specific trajectory within the broader narrative provided by the teacher educator. Key themes addressed include the nature of teaching mathematics, identity and position, and developing culturally relevant mathematics pedagogy. The authors’ goal is not to report on the effects of a mathematics teacher professional development program per se, but rather to open the conversation, between teacher and teacher educator, to a broader audience.