Elementary School Teachers' Uses of Mathematics Curricular Resources

Autor/in	Polly, Drew
Titel	Elementary School Teachers' Uses of Mathematics Curricular Resources
Quelle	In: Journal of Curriculum Studies, 49 (2017) 2, S.132-148 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1154608
Schlagwörter	Elementary School Teachers; Mathematics Curriculum; Educational Resources; Academic Standards; Grade 3; Grade 5; Use Studies; Common Core State Standards; Supplementary Reading Materials; Teacher Leadership; Likert Scales; Primary Sources; Mathematical Concepts; Educational Practices; Educational Technology; Online Surveys + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsmittel; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Benutzerschulung; Common core curriculum; Curriculum; Kerncurriculum; Reading materials; Lesekartei; Lehrerfunktionsstelle; Likert-Skala; Primärquelle; Bildungspraxis; Unterrichtsmedien
Abstract	With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher-leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts' or schools' primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers' access to quality curriculum materials that can support students' mathematical learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01