This report describes one preservice teacher's development of mathematics instruction during her student-teaching internship in a kindergarten classroom at a low-performing, urban elementary school. A framework of social strategies was used to describe the student teacher's use of strategic compromise as a way to deal with competing pressures and goals related to kindergarten mathematics instruction at her placement school. As she designed her mathematics instruction, she found ways of adapting to the school climate that allowed room for her own interests and goals, while also accepting some modifications to those interests and goals. The student teacher's resulting mixed instructional practice has implications for and raises questions about the preparation of teachers in the current high-stakes accountability climate in the United States.
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