Exploring Teacher Positioning Through Curriculum Materials: A Quantitative Ethnographic Study Comparing Two Educational Systems

• In Event: Transforming Mathematics Teaching: The Role of Positionality, Textbooks, and Digital Resources

Abstract

This study examines how mathematics curriculum materials position teachers in terms of professional autonomy and expertise in the USA and Finland. Employing Epistemic Network Analysis (ENA), we analyzed teacher guides to examine instructional guidance across these contexts. Positioning theory guided our analysis, highlighting cultural narratives embedded in curriculum materials. Findings indicate significant differences in teacher positioning: Finnish materials consistently emphasize instructional autonomy and educative guidance, positioning teachers as professionals with expertise. In contrast, U.S. materials frequently employ directive guidance, suggesting a more constrained professional role. Our results underscore the influence of curriculum materials in shaping teacher identities. This study contributes to understanding how educational contexts affect teacher agency and informs curriculum design to empower educators and enhance educational outcomes.

Authors

• Riku Sayuj, University of Pennsylvania

• Janine Remillard, University of Pennsylvania

• Amanda Barany, University of Pennsylvania