Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced through their interactions with and reflections on Standards-based curriculum materials. We conclude with implications for mathematics teacher education research and practice.
Andrew Tyminski, Clemson University, Moore School of Education, 407A Tillman Hall, Clemson, SC 29634; email@example.com
Corey Drake, Department of Teacher Education, Erickson Hall, East Lansing, MI 48824; firstname.lastname@example.org