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This study presents findings from a qualitative case study of a kindergarten teacher’s challenges regarding discussion-intensive mathematics lessons and her workable compromises for kindergarten teaching. Data were collected through classroom observation, semi-structured interviews, and documents. The analysis detailed here revealed that successes and failures of discussion-intensive mathematics lessons depend on how the teacher overcame challenges she encounters while integrating mathematical discussion into her everyday lessons under the direct instruction pressures of high-stakes testing in the United States public school environments. This study provides significant implications for early childhood teachers who must reconcile their teaching practices with the constraints imposed by the public school system, as well as for administrators about how to support early childhood teachers’ growth, learning, and teaching practices.
