This paper presents an analysis of how school mathematics credentials, particularly calculus, coupled with elite college degrees can allow for presumed proficiencies, resulting in acceptance to a selective alternative route program (SARP) for secondary mathematics. However, such credentials do not guarantee deep mathematics knowledge nor effective teaching, particularly in low-income schools serving a majority of Black and Latinx students. We present a portrait of two NYC Teaching Fellows secondary mathematics teachers, their mathematics preparation and credentials, and how their supervisors viewed them. We further present findings from two years of classroom observations and show that these SARP mathematics teachers resorted to the direct, procedural teaching style they had known themselves, held superficial mathematical understandings, regularly made math errors, and often struggled to coherently answer students’ mathematical questions.

本文分析了学校的数学证书，尤其是微积分，再加上精英大学学位，如何能够假定的熟练程度，从而使人们接受了针对中学数学的选择性替代路线计划（SARP）。但是，此类证书不能保证您具备深厚的数学知识或有效的教学，尤其是在为大多数黑人和拉丁裔学生提供服务的低收入学校中。我们展示了两名纽约市教研室中学数学老师的肖像，他们的数学准备和证书以及他们的主管如何看待他们。我们进一步介绍了从两年的课堂观察中得出的结果，并表明这些SARP数学老师采用了他们所了解的直接的程序性教学方式，对表面有数学上的理解，