This conceptual paper puts forward the construct termed "teacher curriculum competence," which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum. We situate the competence in institutional, political, and philosophical contexts. Drawing on research related to…

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…

Examines the prevailing assumption that changing assessment can leverage curricular reform. Presents two studies conducted in New South Wales and Victoria in Australia. Reports that congruence between mandated assessment and school-wide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values.…

Japanese methods of teaching subtraction to first graders, which emphasize the involvement of the children in developing and solving problems, are discussed. The conventional vertical format for solving problems was not introduced immediately. Some results encountered by American teachers using these methods are also discussed. (IS)