Reinscribing urban: Teaching high school mathematics in low income, urban communities of color

Laurie H. Rubel, Haiwen Chu

Research output: Contribution to journalArticlepeer-review


This article reports findings from a research and professional development project at two high schools located in low-income, urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics provided to students.

Original languageEnglish
Pages (from-to)39-52
Number of pages14
JournalJournal of Mathematics Teacher Education
Issue number1
StatePublished - Feb 2012
Externally publishedYes

Bibliographical note

Funding Information:
Acknowledgments This material is based on work supported by the National Science Foundation under grant no. 0742614. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors thank Vicki Hand for her thoughtful comments on an earlier draft of this paper.


  • Culturally relevant pedagogy
  • Equity
  • Teacher education

ASJC Scopus subject areas

  • Education
  • General Mathematics


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