Pedagogical perceptions of teachers: The use of accountable talk in mathematics classrooms with students of color

This study investigated urban middle school teachers' perceptions of the Principles of Learning(c), through the lens of the Institute for Learning's (1997) Accountable Talk SM as a method for improving the quality of instruction and performance of students of color in mathematics. The Institute for Learning's research helps schools provide high quality learning opportunities for all students, regardless of their cultural, socioeconomic, and linguistics backgrounds.; A qualitative and interpretive case study using facilitated action research methodology was used to investigate what teacher behaviors in middle school mathematics classrooms promote understanding by students of color of mathematics concepts and accurate problem solving. Individual interviews, and three cycles of reflective journals and focus groups were used to guide teachers through the process and provide an understanding of how they use Accountable TalkSM to meet the needs of the students of color in their classrooms.; Data for this study indicate that teachers have a strong background and working knowledge of curriculum and the strands on state assessment tests. Teachers' perceptions of their practice showed strengths in the areas of promoting accurate knowledge and critical thinking, with weaknesses in promoting a learning community. Most of the instructional practices reported by the study participants focused on implementing these strategies equally for all students within the classrooms, not providing the extra support necessary to close the achievement gap in mathematics for Black students.; The dissertation presents recommendations for policy and practice designed to help strengthen teachers' abilities to increase learning for students of color in mathematics. Research recommendations include replicating the study in a variety of settings and contexts to see if results are similar. Additional research might include incorporating classroom observations, using other conceptual frameworks of effective instruction, and using participatory action research to focus on teachers' perceptions of culturally responsive practices in their classrooms.; Studies of this nature would support more reflective practices in teaching students of color in mathematics, thus providing an equitable education for all students. It would also build a foundation for answering the question on how best to eliminate the achievement gap in mathematics for Black students.