Kihwele, Jimmy E.Mgata, Fred2024-04-172024-04-172023APAhttp://41.59.86.228/index.php/mjrd/article/view/52/45https://scholar.mzumbe.ac.tz/handle/123456789/686A research paper submitted to the Journal of Research and Development (MJRD).Vol.2.No.5 of 2023Curriculum development processes at universities are decentralized, resulting in varying subject-matter mastery levels among graduates. The paper examined the effect of teacher education curricula variation on mathematics teachers’ competencies. The study employed a case study design with 18 mathematics teacher graduates from nine teacher education institutions working in the Manyara region. The study used in-depth interviews, open-ended questionnaires, and documentary review methods to collect data. The findings revealed that despite mathematics teachers’ mastery of the subject matter, their competence slightly varied in some topics. There are mismatches between courses at different universities and topics in secondary schools that affect teaching competencies among teachers. Decentralized curriculum development at teacher training institutions results in dissonant curricula that produce different qualities in teachers. Despite various capacity-building mechanisms, teachers inadequately elevate their competencies. The study recommends the development of compulsory modules across teacher education institutions to reflect secondary curriculum requirementsenMathematics Teacher educationSubject-matter expertiseCurricula variationTanzaniaArticle