Teacher knowledge and curriculum standards

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:

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