We investigate how an inquiry-oriented, dynamic, open-source calculus textbook shaped one college instructor's planning. We rely on Dietiker et al. 's [(2018). Research commentary: Curricular noticing: A framework to describe teachers' interactions with curriculum materials.

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In this chapter, we focus on the ways two community college instructors worked with students to demonstrate the solution of contextualized algebra problems in their college algebra lessons. We use two classroom episodes to illustrate how they sought to elicit students' mathematical ideas of algebraic topics, attending primarily to teachers' questioning approaches. We found that the instructors mostly asked questions of lower cognitive demand and used a variety of approaches to elicit the mathematical ideas of the problems, such as using examples relevant to the students and dividing the problems into smaller tasks, that together help identify a solution. We conclude by offering considerations for instruction at community colleges and potential areas for professional development. Keywords Questioning practices • Algebra • Community colleges IntroductionAbout 43% of all undergraduate students in the United States enroll in community colleges to further their school education (Blair, Kirkman, & Maxwell, 2018). Community colleges are public postsecondary institutions that offer the first 2 years of a higher education degree, attracting a body of racially diverse students who are also older, working, or with family responsibilities. Class schedules are flexible, and tuition is low compared to universities. Community colleges also offer remediation, vocational, or continuing education and the option to transfer to a 4-year university to complete an undergraduate degree.At community colleges courses range from those designed to prepare students for college-level mathematics to those required in the first 2 years of an undergraduate