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Early Career Elementary Teachers' Efforts to Plan and Enact Ambitious Mathematics Instruction

Fri, April 9, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), Division K, Division K - Section 1 Paper and Symposium Sessions 2

Session Type: Symposium

Abstract

Most early career elementary teachers (ECTs) have access to many mathematics-related resources including mathematics curricula, instructional coaches, social media resources, and teacher colleagues. But it is unclear which resources are most useful to ECTs in planning and teaching mathematics or how they decide which ones to use. Also, ECTs who have less access to valuable resources, or choose to employ less useful ones, seem less likely to teach mathematics in equitable ways. Further, few studies have explored how ECTs react to high-stakes teacher evaluation in teaching mathematics or which elements of their instruction promote mathematics learning gains. This symposium features five papers from the same large-scale, mixed-methods longitudinal study that examine these questions with varying data sources and research methods.

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