Profiles of Elementary Teachers' Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise

Autor/inn/en	Engledowl, Christopher; Webel, Corey; Yeo, Sheunghyun
Titel	Profiles of Elementary Teachers' Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
Quelle	In: International Electronic Journal of Mathematics Education, 16 (2021) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Engledowl, Christopher) ORCID (Webel, Corey) ORCID (Yeo, Sheunghyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Mathematische Tafel; Textbook; Text book; Schulbuch; Lehrbuch; Web-Design; Korrelation; Lehrerverhalten; Expert appraisal; Medienverwendung; Medienwahl; Decision-making; Entscheidungsfindung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01