The relationship between Curriculum Noticing and Mathematics Knowledge for Teaching in plan and implementation of Math Class

Abstract

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.