AFTER EXTENSIVE PLANNING, I presented what should have been a masterpiece lesson. I worked several examples on the overhead projector, answered every student’s question in great detail, and explained the concept so clearly that surely my students understood. The next day, however, it became obvious that the students were totally confused. In my early years of teaching, this situation happened all too often. Even though observations by my principal clearly pointed out that I was very good at explaining mathematics to my students, knew my subject matter well, and really seemed to be a dedicated and caring teacher, something was wrong. My students were capable of learning much more than they displayed.
The Influence of Tracking on Students’ Math Identity
As students who have been given the opportunity to see the “secret world” of teachers, attending Leadership Coaching Lab (LCL) meetings has
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