Abstract
This research is part of a broader research program that explores teacher educators’ mathematical knowledge. We examine the experiences, perceptions, and needs of prospective teachers as they navigate a complex set of new and interweaving ideas for how to teach mathematics with socially relevant and responsible connections. In doing so, we draw on Mason’s (1998) perspectives about the structure of attention and awareness for mathematics teaching, to investigate the pathways of attention of middle school prospective teachers in a technology-intensive undergraduate coding course. The research findings show that teachers face challenges when they try to navigate the interdisciplinary space of mathematics, technology and societal issues (climate change) and that curiosity acts as a potential stimulus for determining how each pathway is developed and sustained.
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