Abstract

This study investigates 7th grade teachers' curricular reasoning and MKT in algebra and statistics. Although the use of curriculum materials and MKT both influence the quality of mathematics instruction, no relationship between teachers' curricular reasoning and MKT was found. Further, teachers' curricular reasoning across algebra and statistics was very similar despite differences in these fields and differences in MKT. A model for thinking about the knowledge needed to provide high quality instruction is proposed by considering the role of curricular reasoning and MKT in instruction.

Degree

College and Department

Physical and Mathematical Sciences; Mathematics Education

Rights

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