Profiles of Elementary Teachers' Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
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| Title: | Profiles of Elementary Teachers' Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise |
|---|---|
| Language: | English |
| Authors: | Engledowl, Christopher (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2021 16(2). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1414438 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Elementary School Mathematics, Mathematics Materials, Textbooks, Web Sites, Blended Learning, Correlation, Teacher Attitudes, Teacher Certification, Specialists, Expertise, Media Adaptation, Media Selection, Decision Making, Behavior Patterns |
| ISSN: | 1306-3030 |
| Abstract: | The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers' self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers' selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns. Findings indicated that the most salient difference between classes was at least one digital resource reported--the "Blended" class--and no digital resources reported--the "Non-Digital" class. Teacher expertise was not a significant covariate. Future research should examine the role of policies on teachers' curricular decisions. Implications include how specialist programs may support positive patterns of curriculum selection and use. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1320066 |
| Database: | ERIC |
| Abstract: | The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers' self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers' selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns. Findings indicated that the most salient difference between classes was at least one digital resource reported--the "Blended" class--and no digital resources reported--the "Non-Digital" class. Teacher expertise was not a significant covariate. Future research should examine the role of policies on teachers' curricular decisions. Implications include how specialist programs may support positive patterns of curriculum selection and use. |
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| ISSN: | 1306-3030 |
