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

中文翻译：

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调查教师数学内容知识与课程对教学行为和学生成绩的相互作用

数学方面的政策努力侧重于增加教师的数学内容知识 (MCK)，目标是提高教师质量，进而提高学生的数学学习。提高学生数学成绩的另一种方法是研究可以被具有一系列 MCK 的教师有效使用的课程。本研究基于对幼儿园学生 ( n = 2,598) 及其教师 ( n = 130)的大规模研究，调查了教师 MCK 与课程（数学早期学习核心幼儿园课程与一切照旧）之间的相互作用课程）关于（a）教学行为和（b) 学生数学成绩增益。结果表明，教学行为之间存在显着差异，教师 MCK 对学生数学成绩的影响很小但有负面影响。讨论了对未来研究、政策和实践的影响。