Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.
Eisner (2002) proposes that educational challenges can be met by applying an artful lens. In this article, I draw from Eisner's proposal to consider the assumptions, values, and vision of mathematics education by theorizing mathematics curriculum as an art form specifically, I argue that by conceptualizing mathematics curriculum (both in written and enacted forms) as stories, the mathematical lessons experienced by students can be artfully crafted to inspire wonder or grab attention through surprise. An example of a mathematical story from a Grade 7 mathematics textbook is presented and discussed. By framing mathematical content in narrative terms, I seek to enable a rewriting of mathematical expeneces for learners.
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