Date of this Version
Published in International Journal of Educational Research 93 (2019), pp 153–167.
This paper reports a study of four prospective secondary mathematics teachers’ (PSTs) attention to different sets of curriculum materials when planning lessons. Specifically, it addresses how this attention interacted with their interpretations of and responses to the materials and how the curriculum elements and format of each set of materials influenced the interaction. Attention, interpretations, and responses were analyzed by capturing quantitative data from eye tracking glasses the PSTs wore and qualitative data from coding the transcripts from two staged planning interviews. Results indicate that PSTs’ interpretations and responses were initiated by their attention and that the curriculum elements and format of each set of materials influenced this attention. The authors conclude with implications for curriculum development and teacher education.