Inconsistent Coherence: Economic Contexts, COVID-19, and the Ways Elementary Teachers Make Connections in Mathematical Content

• In Event: AERA Poster Session 9
  In Poster Session: Mathematics Education Research (San Diego)

Abstract

The purpose of this study is to investigate resources and/or strategies elementary teachers use to connect their mathematics lessons vertically (across grade levels) and horizontally (day-to-day and to other content areas) prior to and during the COVID-19 pandemic. The study uses a national survey of elementary teachers to examine differences across schools with respect to different economic contexts as represented by Free and Reduced Lunch (FRL) eligibility. Across most categories we examined, teachers in low FRL/high-income schools were less likely than their peers in other settings to use mathematics, assessment, curriculum, standards, and pacing guide resources to make connections.

Authors

• Mona Baniahmadi, Duquesne University

• Kristin Doherty, Michigan State University

• Amy Michelle Olson, Duquesne University

• Marcy B Wood, University of Arizona

• Bima Kumari Sapkota, Purdue University

• Jill Annette Newton, Purdue University

• Corey Drake, Michigan State University