To be successful in algebra, students need access to high-quality instruction that includes opportunities to develop their algebraic understanding. Yet research on algebra teaching suggests that instruction remains procedurally focused, indicating that teachers may need additional support to provide students such opportunities. One possible lever for improving instruction may be through curricular guidance provided to teachers, specifically through educative materials that provide support for teacher as well as student learning. This study aims to understand how curricular guidance supports teachers to enact the types of instructional practices that support students’ learning opportunities in algebra specifically, and how teachers enact that guidance. We draw from a sample of 29 video observations from six teachers of the same three textbook lessons and use aligned analytic frameworks to examine the curriculum materials and enacted lessons in tandem. We investigate how the curricular guidance provides opportunities for algebra-focused instructional features, how these opportunities are taken up by teachers, and how and in what ways differences in instructional enactments might be related to the curricular opportunities. We find differences in which instructional features varied more by lesson and which varied more by teacher and describe sources of this variation. Curricular guidance supported teachers’ enactments, but teacher-level variation was largely due to teachers going beyond the support provided. This study suggests how curriculum materials can better support teacher learning and provides insight into taking a content-focused approach to studying curricular enactment.

要在代数方面取得成功，学生需要获得高质量的教学，其中包括发展代数理解的机会。然而，对代数教学的研究表明，教学仍然以程序为重点，这表明教师可能需要额外的支持才能为学生提供这样的机会。改进教学的一种可能手段是通过向教师提供课程指导，特别是通过为教师和学生学习提供支持的教育材料。本研究旨在了解课程指导如何支持教师制定具体支持学生代数学习机会的教学实践类型，以及教师如何实施该指导。我们从六位教师对相同三节教科书课程的 29 个视频观察中抽取样本，并使用对齐的分析框架来检查课程材料和一前一后的课程。我们调查了课程指导如何为以代数为中心的教学功能提供机会，教师如何利用这些机会，以及教学制定的差异如何以及以何种方式与课程机会相关。我们发现了差异，其中教学特征因课程而异，教师差异较大，并描述了这种差异的来源。课程指导支持教师的制定，但教师水平的差异主要是由于教师超出了所提供的支持。