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Exploring dissonance and harmony in elementary mathematics teachers’ curricular use, autonomy, decision-making, and coherence

Doherty, K. (January 2022, Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
A. E. Lischka, E. B. (Ed.)
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COVID and curriculum: Elementary teachers report on the challenges of teaching and learning mathematics remotely.

Giorgio-Doherty, K.; Wood, M. B.; & Drake. C. (November 2021, The journal of multicultural affairs)

This article reports on challenges described by teachers as they redesigned their mathematics curriculum during the COVID pandemic.
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Use of teacher-created curricular resources by elementary mathematics teachers: before and during the COVID-19 pandemic.

Baniahmadi, M. (January 2021, Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
D. Olanoff, K. Johnson (Ed.)
This study explores elementary teachers’ use of mathematics curricular resources before and during COVID-19. We administered a survey to a national sample of third through fifth grade teachers. The findings show the prevalence and increased use of teacher-created materials during the pandemic. This has implications for researchers and administrators as they consider how to best support teachers in designing their own curricular materials, especially for diverse learning contexts.
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