Investigating the interaction between teacher mathematics content knowledge and curriculum on instructional behaviors and student achievement (Chicago IL: The University of Chicago Press, 2022)
ABSTRACT : IPolicy efforts in mathematics have focused in increasing teachers' mathematics content knowledge (MCK), with the goal of increasing teacher quality in turn increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with range of MCK. Drawing from a large-scale study of kindergarten students (n=2598) and their teachers (n=130_, the current study investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum (Early Learning in Mathematics core kindergarten vs.business-as-usual curricula) on (a) instructional behaviors and (b) student mathematics achievement gains. Result indicated differential significant interactions across instructional behaviors and a small but negative effect of teacher MCK on student mathematics achievement gains. Implication for future research, policy, and practice are discussed.
Keywords: Mathematics Content Knowledge