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Principles and Standards for School Mathematics outlines essential features crucial to teaching mathematics so that all students have opportunities to learn mathematics content with conceptual understanding. Although the document outlines extensive goals for the teaching and learning of mathematics, the majority of classrooms fall short in its implementation, especially high-poverty middle schools. Therefore, the authors investigated the mathematics pedagogical and instructional skills of sixty-four in-service teachers who teach in high-poverty middle schools (grades six through eight). The results indicated that although the subjects are implementing a variety of practices, lecture, drill and practice, and teacher-directed instruction continue to dominate many high-poverty classrooms. [ABSTRACT FROM AUTHOR]