Planning with curriculum materials: Interactions between prospective secondary mathematics teachers’ attention, interpretations and responses

Authors

Lorraine Males, University of Nebraska‐LincolnFollow
Ariel Setniker, University of Nebraska–LincolnFollow

Date of this Version

2019

Citation

Published in International Journal of Educational Research 93 (2019), pp 153–167.

doi 10.1016/j.ijer.2018.09.016

Comments

Copyright © 2019 Lorraine M. Males and Ariel Setniker. Published by Elsevier Ltd. Used by permission.

Abstract

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.