Wednesday, April 9, 2014: 8:50 AM
Room 205 ( Ernest N. Morial Convention Center)
This paper discusses a study of novice middle-school mathematics teachers teaching low-income students of color. Teachers focused on developing student discussion by engaging in a reflective-teaching cycle with a mentor. Through mentoring, the teachers negotiated challenges with facilitating discussion. Results may influence novice-teacher support as well as mentoring models.