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In this study, 218 highschool mathematics teachers were surveyed to identify their perceptions and reading of curriculum materials. As a result, the majority of teachers emphasized the agency of teachers in enacting the curriculum and regarded conceptual understanding as crucial in teaching conditional probability. Nevertheless, the analysis of reading of the 2015 revised mathematics curriculum showed the lowest frequency of responses using the teachers’ knowledge and experience. Among the major changes in the 2015 revised mathematics curriculum related conditional probability, teachers mentioned in the order of attitude and practice, information processing, reducing the burden of learning, improving evaluation methods, and reasoning. When teachers mentioned reasoning, they were more likely to evaluate or interpret the curriculum materials using their knowledge and experience. But most of teachers stated that the other changes as particular features were included. Thus, opportunities must be provided to improve teachers’ professional development based on the concrete methods that can enact the intention of the 2015 revised mathematics curriculum.

Objectives In this study, for the math teacher professional development, the relationship between curriculum noticing and the mathematical knowledge for teaching was investigated, and by looking at the lesson plan and implementation through the curriculum noticing. Methods For the purpose, We examine curriculum noticing and mathematical knowledge for teaching. A case study method was adopted to collect and analyze data on a specific case, and one high school math teacher was selected as the study target. Results First, the curriculum noticing affects enacting lesson by influencing the process of developing and selecting tasks to be used in class in the lesson plan. It was confirmed that HCK, one of mathematical knowledge for teaching, affects the process of curriculum noticing. It is influenced by how it is used in the curriculum noting. Third, the process from teacher's lesson plan to implementation can be seen as a process of decentralization to PCK by using SMK in curriculum noticing. Conclusions This study, the curriculum noticing in the lesson plann and implementation and the role of the knowledge of the math teacher and follow-up tasks were suggested for the professional development of the math teacher.

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