Elementary Mathematics Teachers' Utilization of Curriculum Resources and Perceived Challenges Across Their First Three Years

• In Event: Curriculum as a Means of Improving Teaching

Abstract

In this qualitative study, we set out to understand the type of curriculum resources and the challenges that two beginning upper elementary mathematics teachers utilized and faced during their first three years of teaching in differing institutional settings. Utilizing a framework of relational trust, we found that the two beginning teachers, who taught 3rd- and 4th-grade mathematics, utilized varying mandated curricula, and faced similar and disparate challenges regarding their relationships with school leaders. This study offers unique insights about beginning upper elementary mathematics teachers’ access to instructional resources, capacity to enhance curriculum, their agency in making instructional decisions, and how they socially engage with key leaders within their school communities.

Authors

• Tyler Douglas Woodward, University of Virginia

• Peter A. Youngs, University of Virginia