International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: 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
APA 6th edition
In-text citation: (Engledowl et al., 2021)
Reference: 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
Chicago
In-text citation: (Engledowl et al., 2021)
Reference: 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
In-text citation: (Engledowl et al., 2021)
Reference: 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
In-text citation: (Engledowl et al., 2021)
Reference: 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
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: 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

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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