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This study investigated how middle school teachers belonging to a teacher community interpret curriculum materials (CMs), and how this was related to their use when designing geometric tasks for regular lessons. We focused on the tasks designed by two participants three times and analyzed the discussion of the teacher community, whether the teacher’s interpretation was maintained or changed, and how this related to their CMs use. We used an analytic framework which included three aspects of teachers’ interpretation of CMs: mathematical, pedagogical, and environmental. And we classified their use of CMs into inclusion, modification, omission, and creation. Teachers designed the tasks based on mathematical, pedagogical, and environmental interpretation. And they selectively reflected the interpretation of other aspects raised in the teacher community. For the tasks created based on mathematical or environmental interpretation in the initial design, other interpretations were raised by the teacher community, but were not reflected. If the teacher accepted the pedagogical interpretation raised by the teacher community, the teacher modified or omitted tasks in the next design.

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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.

This study aims to analyze how middle school mathematics teachers of teacher community use geometrical unit curriculum materials. Specifically, the focus was on analyzing what elements of the curriculum materials teachers interpret and how they attempt to supplement them. In this study, we classified categories and type of curriculum material use. The categories of curriculum material use was classified into offloading, adaptation, and improvisation. And the types of curriculum material use was classified into inclusion, modification, omission and creation. In the cases of modification, we identified how the question, example, tool, context and system of the task were modified. We found that teachers made various transformations to supplement the textbook, and the frequency of modification, omission and creation was different by system of textbook. Teachers supplemented them mainly by adding questions, modifying expressions and the role or sequence of tasks. In addition, teachers analyzed original tasks and transformed them into new forms based on the results of considering the geometric essence of major concepts. Although all the interpretations and uses of curriculum materials were not appropriate, it was significant in that it provided an opportunity to deepen the understanding of the curriculum and to seek alternative approaches.