Exploring the Teacher-Curriculum Partnership in Beginning Elementary Mathematics Teaching

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Abstract

Curriculum materials seem to have the potential to support many elements of the work that beginning elementary mathematics teachers do. By analyzing elementary math lessons taught by first- and second-year teachers, this study explores the nature of partnership between beginning teachers and curriculum materials to understand which elements of the work of teaching are or may be supported by curriculum materials. Findings suggest that materials provide substantial support for beginning teachers’ instructional design and selection of representations and tasks. Materials also provide limited support for some interactive elements of the work of teaching, including questioning students and addressing student misconceptions about content. Based on these findings, implications for curriculum design, teacher training, and future research are discussed.

Author

• Susanna Farmer, University of Michigan