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Journal of Urban Mathematics Education
In this study, the authors examined what distinguished highly effective from typical elementary schools in mathematics by examining the conceptions of fourth-grade teachers with regards to mathematics education (curriculum, instruction, and assessment) and student diversity (ability, culture, language, and socioeconomic status). The study was conducted in two large urban areas with high proportions of racially/ethnically and linguistically diverse student groups. Interviews were conducted withfatcat:qax4c7nxinbzbmhos4n4ccuwle