Examining Elementary Teachers' Selection of Mathematics Curricular Resources

• In Event: Elementary Teachers' Mathematics Curricular Decision Making: Multiple Resources, Multiple Truths

Abstract

Perspectives and Objectives
Teachers’ interactions with curricular materials are influenced by several factors, including teacher characteristics (e.g., Remillard & Bryans, 2004) and instructional contexts (Keiser & Lambdin, 1996). Additionally, teachers’ selection of mathematics curricular resources can be influenced by their attention to student thinking (Author, 2022) and teachers’ perceived curricular design rationale (Choppin, 2011). Teachers’ curricular selections are also influenced by instructional modality (i.e., face-to-face, online). For instance, many elementary teachers reconsidered their curricular resources during COVID-19 because some resources could not be used in a virtual setting (Authors, 2021). In this study, we investigated: what factors did elementary teachers consider while selecting mathematics curricular resources?

Methods and Analysis
We used the transcripts of the teachers’ individual interviews and a focused group interview as data (context provided in the symposium overview). Two authors independently conducted open coding (Saldaña, 2016) to inductively identify themes (Peel, 2020) related to factors influencing teachers’ curricular selections. The authors then discussed common patterns recurrent across the data.

Results
The data analysis revealed the five factors that influenced teachers’ selection of curricular materials: (a) engaging to students, (b) based on students’ current level of mathematical understanding, (c) accessible to teachers and students, (d) connected with mandated curriculum and policy, and (e) aligned with state standards and standardized tests. Highlighting the first factor (i.e., engaging to students), one teacher, Audrey, commented that she uses activities from “Teachers Pay Teachers or Pinterest for student engagement [because they] get the kids' attention.” Jamie seemed to prioritize students’ individual learning pace and current level of mathematical understanding (the second factor) when selecting curricular resources. She indicated she chooses a particular resource because it is “student-paced, very individualized.” The teachers shared that they considered the extent to which the resources are accessible (the third factor) to their students when selecting curricular recourses. For example, Kasie uses FlashtoPass because it is a free application that students can use on their devices. Underlining the fourth factors, all teachers reported using both mandated curricula (i.e., DreamBox, enVision, IXL) and supplementing with additional resources (e.g., Teachers Pay Teachers, Xtramath). To address their students’ needs and enhance the learning opportunities provided by the mandated curriculum, the teachers selected complementary materials. The teachers expressed that they needed to negotiate mathematics curricular resources that were interesting to students with those that also prepared students for standardized tests (the fifth factor), highlighting the complexities of these curricular decisions. They also emphasized the need to locate alternative resources including physical manipulatives during COVID-19. This finding suggested that the teachers also confronted the complexities of selecting curricular resources based on the modality of teaching. Overall, our findings suggest that teachers’ curricular decisions are complex and contextual (e.g., selecting resources during COVID-19).

Scholarly Significance
Our study extends the conversation about the complexities of teachers’ curricular selections by revealing that teachers’ curricular decisions are contextual as they navigate multiple factors at the same time. We invite conference participants to discuss teachers’ understanding of the complexities of curricular decision making.

Authors

• Mona Baniahmadi, University of Texas at Austin
  Presenting Author

• Bima K. Sapkota, University of Texas - Rio Grande Valley
  Non-Presenting Author