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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 0000-0002-1431-9181), Webel, Corey (ORCID 0000-0002-9077-2703), Yeo, Sheunghyun (ORCID 0000-0002-8877-1576)
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
FullText Text:
  Availability: 0
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  Data: Profiles of Elementary Teachers' Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
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  Data: <searchLink fieldCode="AR" term="%22Engledowl%2C+Christopher%22">Engledowl, Christopher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1431-9181">0000-0002-1431-9181</externalLink>)<br /><searchLink fieldCode="AR" term="%22Webel%2C+Corey%22">Webel, Corey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9077-2703">0000-0002-9077-2703</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yeo%2C+Sheunghyun%22">Yeo, Sheunghyun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8877-1576">0000-0002-8877-1576</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Mathematics+Education%22"><i>International Electronic Journal of Mathematics Education</i></searchLink>. 2021 16(2).
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  Data: 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
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  Data: 16
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  Data: 2021
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  Data: National Science Foundation (NSF)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Materials%22">Mathematics Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Specialists%22">Specialists</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Adaptation%22">Media Adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Selection%22">Media Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink>
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  Data: 1306-3030
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  Label: Abstract
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  Data: 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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  Data: 2021
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  Label: Accession Number
  Group: ID
  Data: EJ1320066
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1320066
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Mathematics Materials
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Specialists
        Type: general
      – SubjectFull: Expertise
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      – SubjectFull: Media Adaptation
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      – SubjectFull: Media Selection
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      – SubjectFull: Decision Making
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      – SubjectFull: Behavior Patterns
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    Titles:
      – TitleFull: Profiles of Elementary Teachers' Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
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            NameFull: Yeo, Sheunghyun
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