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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
