Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

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 the richness of the mathematical language employed during instruction, the explanations offered,...