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Award ID contains: 1651836

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  1. ; ; (, Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lamberg, T; Moss, D (Ed.)
    Given the ubiquity of curriculum materials and complexity of their usage, it is imperative that teacher education programs prepare prospective teachers (PSTs) to use curriculum materials. In this paper, we focus on what PSTs notice when they are interacting with curriculum materials, and how their initial impressions of curriculum materials influence their later understandings of curriculum materials. We found that PSTs’ 20-second impressions may be indicative of their longer impressions of curriculum materials, which can include their preferences, values, beliefs, and approaches to using curriculum materials. We suggest that teacher educators expose PSTs to a variety of curriculum materials to better support PSTs in planning and enacting lessons. 
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    Accepted Manuscript Full Text Available
  2. (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    This paper reports a study of two high school mathematics teachers’ interactions with curriculum materials while planning lessons. Specifically, we address how their attention interacts with their interpretations and responses to the materials, and how the curriculum elements and format of each set of materials influenced these interactions. Further, we report on how teachers’ noticing informs student opportunities to learn. 
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    Accepted Manuscript Full Text Available
  3. ; (, Paper presentation at the annual meeting of the American Educational Research Association)
    Accepted Manuscript Full Text Available