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

Christopher Engledowl; Corey Webel; Sheunghyun Yeo

doi:10.29333/iejme/9702

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Christopher Engledowl ¹ ^* , Corey Webel ², Sheunghyun Yeo ³

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¹ New Mexico State University, NM, USA² University of Missouri, MO, USA³ University of Alabama, AL, USA^* Corresponding Author

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.

Keywords

curriculum selection
elementary mathematics
teacher expertise
latent class analysis

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 2, May 2021, Article No: em0626

https://doi.org/10.29333/iejme/9702

Publication date: 13 Feb 2021

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Engledowl, C., Webel, C., & Yeo, S. (2021). Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise. International Electronic Journal of Mathematics Education, 16(2), em0626. https://doi.org/10.29333/iejme/9702

Vancouver

Engledowl C, Webel C, Yeo S. Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise. INT ELECT J MATH ED. 2021;16(2):em0626. https://doi.org/10.29333/iejme/9702

AMA

Engledowl C, Webel C, Yeo S. Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise. INT ELECT J MATH ED. 2021;16(2), em0626. https://doi.org/10.29333/iejme/9702

Chicago

Engledowl, Christopher, Corey Webel, and Sheunghyun Yeo. "Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise". International Electronic Journal of Mathematics Education 2021 16 no. 2 (2021): em0626. https://doi.org/10.29333/iejme/9702

Harvard

Engledowl, C., Webel, C., and Yeo, S. (2021). Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise. International Electronic Journal of Mathematics Education, 16(2), em0626. https://doi.org/10.29333/iejme/9702

MLA

Engledowl, Christopher et al. "Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise". International Electronic Journal of Mathematics Education, vol. 16, no. 2, 2021, em0626. https://doi.org/10.29333/iejme/9702