ABSTRACT
The Urban Math project centered on classroom teaching experiments in three high school math classes: a second-year integrated math class taught by Jesse Solomon at the City on a Hill public charter school in Boston, MA; an AP calculus class taught by Marty Schnepp at the Holt High School in Holt, MI; and a bilingual Algebra I class taught by Apolinario Barros at the Jeremiah Burke High School in Dorchester, MA. Over several years, these classrooms have fostered outstanding student learning by both traditional (e.g., grades, college admittance) and nontraditional (e.g., student engagement, class participation) criteria. Through the teaching experiments, we strived to identify key aspects of the teaching practices and instructional design that have contributed to these outcomes.
