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Teaching Mathematics for Understanding: An Analysis of Lessons Submitted by Teachers Seeking NBPTS CertificationUniversity of Michigan
University of Michigan
Sonoma State University
Harvard University
California State University, Long Beach
The authors present an analysis of portfolio entries submitted by candidates seeking certification by the National Board for Professional Teaching Standards in the area of Early Adolescence/Mathematics. Analyses of mathematical features revealed that the tasks used in instruction included a range of mathematics topics but were not consistently intellectually challenging. Analyses of key pedagogical features of the lesson materials showed that tasks involved hands-on activities or real-world contexts and technology but rarely required students to provide explanations or demonstrate mathematical reasoning. The findings suggest that, even in lessons that teachers selected for display as best practice examples of teaching for understanding, innovative pedagogical approaches were not systematically used in ways that supported students’ engagement with cognitively demanding mathematical tasks.
Key Words: mathematics teaching • mathematical understanding • middle school teachers • NBPTS • teacher assessment
This version was published on June
1, 2009 American Educational Research Journal, Vol. 46, No. 2,
501-531 (2009) 
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