Lesson Planimation: Preservice Elementary Teachers' Noticing of Mathematics Curricula

• In Event: 16.062 - Poster Session 2
  In Poster Session: 16.062-3 - Research in Mathematics Education

Abstract

Curriculum materials are integral to the mathematics classroom, yet little is known about how teachers read curriculum. We investigated preservice teachers’ curricular noticing, or their reading and subsequent use of curriculum for the purposes of preparing a lesson based on those materials. In mathematics methods courses, we assigned preservice teachers (N = 33) to one of two widely adopted curricula to generate a lesson plan and corresponding animation. We analyzed the assignment, termed lesson planimation, to reveal how preservice teachers notice curriculum for the purposes of enactment. Preservice teachers drew upon curricular elements to different extents, with goals ranging from concern for learning mathematical ideas to enjoyment of math class. Implications for theory, curriculum, and instruction are discussed.

Authors

• Darrell Earnest, University of Massachusetts - Amherst

• Julie Amador, University of Idaho