Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement

Policy efforts in mathematics have focused on increasing teachers’ content knowledge (MCK), with the goal of teacher quality and turn student learning. An alternative approach to achievement is investigate curricula that can be effectively used by teachers a range MCK. Drawing from large-scale study kindergarten students (n = 2,598) their 130), current investigated interaction between MCK curriculum (Early Learning Mathematics core vs. business-as-usual curricula) (a) instructional behaviors (b) gains. Results indicated differential significant interactions across small but negative effect Implications for future research, policy, practice are discussed.