The latest issue (volume 44, issue 4) in Journal of Curriculum Studies should be of high interest to researchers in mathematics education. It contains six articles that all focus on different aspects concerning the relationship between teacher knowledge (in particular mathematical knowledge for teaching – MKT) and curriculum standards. The articles are written by researchers who all have a connection with the “MKT group” at the University of Michigan, although some of them are employed at other universities at the moment. Here is a list of the articles in the issue:

• Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship, by Charalambos Y. Charalambous & Heather C. Hill
• Teaching (un)Connected Mathematics: Two teachers’ enactment of the Pizza problem, by Heather C. Hill & Charalambos Y. Charalambous
• Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality, by Charalambos Y. Charalambous, Heather C. Hill & Rebecca N. Mitchell
• Reading between the lines: Teaching linear algebra, by Jennifer M. Lewis & Merrie L. Blunk
• MKT and curriculum materials are only part of the story: Insights from a lesson on fractions, by Laurie Sleep & Samuel L. Eskelson
• Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues, by Heather C. Hill & Charalambos Y. Charalambous