#1133: How Curriculum Mediates Teacher Noticing of Student Work in a Geometry Simulation

This study investigates how secondary mathematics teachers learn to interpret and respond to student work when their noticing is supported by curriculum materials. Curriculum is conceptualized as a mediational resource that shapes how teachers perceive, reason about, and act on students’ mathematical ideas. Using simulation-based interviews, twelve experienced geometry teachers engaged with student work under two conditions: one providing only student-facing materials and another including teacher-facing materials. Teacher noticing was examined as a process of interpretive sense-making, focusing on how teachers made sense of student ideas through the linguistic and representational features of the curriculum. A combined framework of professional noticing and systemic functional linguistics revealed that access to teacher-facing text supported teachers in contextualizing student reasoning within curricular goals and offering feedback that advanced conceptual understanding. The study highlights how teachers’ interpretive activity is shaped by the interaction of tools, language, and representations within a designed simulation environment.