DOI
10.5703/1288284317608
Document Type
Poster
Abstract
Investigating Elementary Teachers’ Use of Mathematics Curriculum Materials is a collaborative research project across four universities. The primary goal of the project is to explore teachers’ use of mathematics curricular materials in the context of the proliferation of online resources and the COVID-19 pandemic, with a focus on curricular coherence, teacher autonomy, and the use of teacher-developed curriculum from sites such as Teachers-Pay-Teachers and Pinterest. We used individual and focus group teacher interviews at several schools representing diverse curricular contexts to explore both the quantitative and qualitative aspects of the teachers’ mathematics curricular decision making. Findings from this study highlight the complex curriculum work enacted by elementary teachers as well as the need for teacher support to assist in the navigation of mathematics curricular resources. In addition, this exploration of mathematics materials used by elementary teachers has the potential to provide valuable insights for curriculum designers in terms of the aspects of the materials which were most helpful and practical, challenges encountered by teachers in using the materials, and possible modifications based on the teacher feedback.
Included in
Investigating Elementary Teachers’ Use of Mathematics Curriculum Materials
Investigating Elementary Teachers’ Use of Mathematics Curriculum Materials is a collaborative research project across four universities. The primary goal of the project is to explore teachers’ use of mathematics curricular materials in the context of the proliferation of online resources and the COVID-19 pandemic, with a focus on curricular coherence, teacher autonomy, and the use of teacher-developed curriculum from sites such as Teachers-Pay-Teachers and Pinterest. We used individual and focus group teacher interviews at several schools representing diverse curricular contexts to explore both the quantitative and qualitative aspects of the teachers’ mathematics curricular decision making. Findings from this study highlight the complex curriculum work enacted by elementary teachers as well as the need for teacher support to assist in the navigation of mathematics curricular resources. In addition, this exploration of mathematics materials used by elementary teachers has the potential to provide valuable insights for curriculum designers in terms of the aspects of the materials which were most helpful and practical, challenges encountered by teachers in using the materials, and possible modifications based on the teacher feedback.