| Popis: |
The study investigates whether teacher's noticing practice changed over the years with respect to the official curriculum (i.e., the official textbook and curriculum outlines) and in what way. Data were collected at three time- points: in 2013, 2017, and 2021. Data set includes teacher's interviews about lesson preparation in all three-time points and lesson plan for the topic Corresponding angles. The longitudinal approach showed that the teacher's curriculum noticing has changed over the years, and more specifically, it showed how it changed. Overall, the results indicate that teacher's curriculum noticing changed due to the growth of knowledge related to mathematical ideas embedded in curriculum material, representations and connections among these ideas, problem complexity, and mathematical learning pathways. |
