| This paper presents the findings from a study conducted to deepen the education field's understanding of how teachers use mathematics curriculum. While many districts mandate the same mathematics curriculum across a district, research shows that curriculum use varies by teacher. A major factor that affects the teacher-curriculum relationship is teacher knowledge. Therefore, this paper explores teachers' use of curriculum in relation to their knowledge, with some of the participants having been exposed to a professional development intervention aimed at increasing teacher knowledge in mathematics, the Ongoing Assessment Project (OGAP). Within these two groups (teachers who have had training in OGAP and teachers who have not), teachers used two different curricula---the Investigations in Number, Data, and Space mathematics curriculum and the Bridges in Mathematics curriculum. By examining how teachers used specific kinds of knowledge to make curricular decisions, this paper explains the reasons why teachers make the curricular decisions that they do and how this differs by curriculum. |
