PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Examining prospective secondary teachers’ curriculum use and implications for professional preparation
Page: 549
In this paper, we share findings around four prospective secondary mathematics teachers’ attention to varying curricula while planning an algebra lesson. We specifically address how their attention interacted with their interpretations of and responses to the curriculum materials via idea sequences, and further we study how the format of the curriculum materials plays a role in influencing these interactions. We discuss the result that sequences of interpretations and responses are always initiated by attention for PSTs, which itself is influenced by curriculum elements and format. We end with a discussion of implications around the need for curriculum use practices in teacher education and professional development.