Keeping the Mathematics on the Table in Urban Mathematics Professional Development: A Model that Integrates Dispositions toward Students

Which types of teacher knowledge are most important in shaping instructional practice and student learning opportunities in the urban mathematics classroom? Researchers in the field of mathematics education assure us of the role of mathematics content knowledge and pedagogical content knowledge (Hill, Rowan & Ball, 2005; Ball, Thames & Phelps, 2008; Ma, 1999). This work has pushed the field to reconceptualize the types of knowledge needed to provide effective mathematics instruction.