ABSTRACT
The teacher succinctly explained to students that an algebraic expression combined a variable and a value. Teaching practices influence student understanding, even more than socioeconomic factors. Students master more when teachers introduce content with great clarity. In high-performing urban schools, teachers enable students to access information in a manner that facilitates understanding. Teachers plan instruction so that understanding is likely, often without the need for remediation or intervention. Logical and sequential presentations may be essential as teachers focus upon more rigorous standards and learning goals that require substantial utilization of higher-order thinking skills. Teachers must be able to identify the subconcepts and subskills that must be foregrounded and appropriately sequenced if students’ are to understand and master more complex concepts and skills. While many schools claim to promote teacher collaboration, sometimes less concentrated and consistent efforts fall short of influencing noticeable changes in teaching and learning.
