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MKT and Curriculum Materials Are Only Part of the Story: Insights from a Lesson on Fractions
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Sleep, Laurie; Eskelson, Samuel L. – Journal of Curriculum Studies, 2012
This paper investigates the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the mathematical quality of instruction by comparing the enactment of a fractions problem taught by two teachers with differing MKT. It was found that MKT seem to support teachers' precise use of mathematical language and to prevent…
Descriptors: Mathematics Education, Mathematics Instruction, Curriculum Implementation, Mathematics Curriculum
Two Negatives Don't Always Make a Positive: Exploring How Limitations in Teacher Knowledge and the Curriculum Contribute to Instructional Quality
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Charalambous, Charalambos Y.; Hill, Heather C.; Mitchell, Rebecca N. – Journal of Curriculum Studies, 2012
This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of…
Descriptors: Mathematics Education, Teacher Characteristics, Numbers, Subtraction
Teacher Knowledge, Curriculum Materials, and Quality of Instruction: Lessons Learned and Open Issues
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Hill, Heather C.; Charalambous, Charalambos Y. – Journal of Curriculum Studies, 2012
This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As expected, it was found that both MKT and curriculum materials matter for instruction. The contribution of MKT was more prevalent in…
Descriptors: Case Studies, Instructional Effectiveness, Mathematics Activities, Educational Policy