Poster Session #1 & Lesson Sharing #1

Introduction: As computational thinking (CT) becomes an essential skill in education, it is important to explore how robotics and programming can be incorporated into high school mathematics to foster these skills and make cross-curricular connections. Computational thinking, which includes decomposition, pattern recognition, and algorithmic thinking, is critical for problem-solving across STEM fields (Wing, 2006). However, limited research has been conducted on the development of CT within the context of Algebra 2 and Pre-Calculus. This study investigates how a programable robot controlled by a TI-Nspire calculator called a TI-Innovator Rovers can be integrated into Algebra 2 and Pre-Calculus lessons and promote student mastery of content-specific concepts.
Research Questions: This study addresses the following questions:
How does the integration of TI-Innovator Rovers foster computational thinking skills in the context of learning algebraic concepts?Which computational thinking components (decomposition, pattern recognition, algorithmic thinking) are most enhanced through programming the TI-Rovers?What challenges do students encounter when developing computational thinking through Rover programming tasks?

Methodology and Timeline: The lessons for this study were implemented intermittently over a semester in the author’s high school Algebra 2 and Pre-Calculus classroom. Students participated in problem-solving tasks that required programming the TI-Innovator Rovers to model mathematical concepts, such as quadratic functions and parametric equations. Data was collected from student coding reflection logs, classroom observations, rubric assessments of computational thinking, and student self-assessment. Student coding reflection logs and observational notes provided qualitative data on students' problem-solving approaches, while rubric scores and self-assessments offered quantitative insights into computational thinking development. The timeline included:
Weeks 1-3: Introduction to TI-Innovator Rovers and foundational programming skills.Weeks 4-16: Various problem-solving tasks focused on mathematical concepts and computational thinking skills.Weeks 17-18: Final assessments and data collection.
Data Analysis & Results: At the time of this submission, the lessons are currently being taught in the Algebra 2 and Pre-Calculus classes. Once the semester ends, the data will be analyzed using a combination of qualitative and quantitative approaches. The student’s coding reflection logs will be examined to track progress in decomposition, pattern recognition, and algorithmic thinking, while observational teacher notes provide context for student behaviors during problem-solving tasks. Quantitative data from rubric scores and self-assessments will be analyzed for trends in CT development.
The findings may reveal that the integration of TI-Innovator Rovers enhances a student's computational thinking. It is hypothesized that students will be able to break down complex mathematical problems and develop structured, logical sequences of instructions to program the TI-Rovers. Challenges and struggles with the lessons, student experience, and teacher experience will be noted.
Conclusion: This study will demonstrate the potential for programmable robotics, such as the TI-Innovator Rovers, to enhance computational thinking in high school mathematics classrooms. The findings may support the inclusion of robotics and programming in math curricula to better prepare students for the demands of STEM fields. Future research could explore methods to improve pattern recognition and further investigate how CT can be developed through interdisciplinary approaches in secondary education.
References:
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.Sondergeld, T. A., Johnson, C. C., & Walten, J. B. (2016). Assessing the impact of a statewide STEM investment on K-12, higher education, and business/community STEM awareness over time. School Science & Mathematics, 116(2), 104–110. https://doi.org/10.1111/ssm.12155Teo, T., & Ke, K. (2014). Challenges in STEM teaching: Implications for preservice and inservice teacher education programs. Theory Into Practice, 53(1), 18-24. https://doi.org/10.1080/00405841.2014.862116Tennessee Department of Education (2018). STEM strategic plan: An integrated K-12 STEM proposal for Tennessee. Retrieved from https://www.tn.gov/content/dam/tn/education/ccte/ccte_stem_strategic_plan.pdf
 

Various mathematics education proponents (Halmos, 1980; Polya, 1945; Schoenfeld, 1985) have supported the idea that mathematics consists of problems and solutions. Thus, learning mathematics requires that the teacher scaffolds students to develop proficiency in solving these problems. These problems may include routine problems and non-routine problems. Furthermore, the current digital age requires learners who are not just proficient problem-solvers, but also to develop creative thinking and innovation strategies. One way to develop problem-solving proficiency, creativity, and innovation, Roza Leikin's research on multiple solution tasks, is that students should be exposed to multiple solution tasks in schools. Thus, the current study aims to explore the narratives of preservice teachers on their perceptions of the usefulness of finding multiple solutions to mathematical problems in enhancing their teaching practice, as well as their views on the benefits and challenges of incorporating multiple solution tasks in their future mathematics education. The study followed an interpretive paradigm to collect qualitative data about preservice teachers' narratives after being engaged in an intervention. This narrative inquiry focused on exploring and interpreting preservice teachers' stories, their experiences, and perceptions about the intervention and mathematics teaching and learning. The study will take place in November 2024 - January 2025 

Foster collaborative exchange—come together to connect and enrich each other's teaching toolkits. In this new offering, participants will bring and share their own lessons or classroom activities and sit with colleagues who have similar interests to share and discuss practice.

The room will feature multiple tables, labeled by topic and grade level. Participants are encouraged to move between tables if multiple topics interest them. Participants should bring paper copies of their lesson – handouts, slides, or a lesson plan overview. Manipulatives and/or interactives are encouraged.

Participants will have 5–7 minutes to present their lesson and 10–12 minutes for table-wide interaction, discussion, feedback, and Q&A. This networking opportunity is open to all. Don't forget to bring your lessons with you to Atlanta!  

Valuing theory and research findings as part of teachers' knowledge would increase the likelihood of their implementing evidence-based mathematics instruction effectively. Embedded in a one-year teacher preparation program, we tracked changes in how pre-service teachers (PSTs) value research and theory in teaching mathematics across stages of the coursework and the field placement. Analyzing surveys from 20 PSTs, and interviews and teaching reflections from a subset of the cohort, we found that PSTs deeply valued research and theory after completing a methods course with many practice-based opportunities (e.g., rehearsals). Their field placement experience strengthened this value as they compared the teaching approaches learned in the methods course with the ones they observed and were encouraged to use in their field placements, as well as their impact on students' learning. These results suggest that method courses can provide PSTs with rich opportunities to draw connections among research, theory, and mathematics teaching, and sustained support in field placements is needed to navigate their implementation of evidence-based practices in real contexts. 

How does one facilitate a move from a preconceived notion of teaching mathematics to something better, or an ideal that is worthy of pursuit? A collaborative structure, called Teaching Groups, is positioned as an on-ramp to professional practice aimed at teaching mathematics as agape. The purpose of this presentation is to share preliminary findings from the implementation of this structure and discuss how the structure can be used to design and implement preservice or professional learning experiences that promote a positive space for reflection and professional growth.

 

Adult Basic Education (ABE) is the system of educational supports that enable adult learners to complete a high school equivalency, and it is a complex landscape. In this paper, we share preliminary results and lessons learned while designing a mathematics course for ABE students. Results include promising evidence of students' increased mathematical understanding and sense of mathematical self-efficacy. Lessons learned include design principles for ABE courses that engage students in rigorous mathematical work and understanding the unique policy landscape of adult education. We explore our findings and learning in light of research related to K-12 mathematics education. 

In this presentation, I will share my research on African American Female Student (AAFS) Mathematics Identity (MI), the purpose of which is to understand how influences from their mathematics experience contexts (school, classrooms, home, communities) contribute to the shaping of their MI. This qualitative narrative study examines the mathematics experience stories of three AAFS and how they see and relate occurrences in various mathematics contexts in how they view themselves as doers and learners of mathematics and how these experiences contributed to the construction of their MI. Data was collected, analyzed, and triangulated through mathematics autobiographies and semi-structured narrative interviews.  

As the number of STEM career positions has increased and the number of students majoring in STEM fields has decreased (Dorssen et al., 2006; Torlakson, 2014; Varas, 2016), educators and policymakers have expressed concern about preparing students for STEM careers (e.g., Kelley & Knowles, 2018; Stoet & Geary, 2018). In general, a decrease in STEM career interests contributes to this STEM workforce shortage (Duraković, 2022; Morrell & Ledermann, 1998). More specifically, positive attitudes towards and interest in science and mathematics significantly decrease from ages 10 to 14 years (Frenzel et al., 2012; Morrell & Lederman, 1998; Tai et al., 2006). The disconnect between careers and student interest has led to the development of projects, including garden-based learning (GBL) and arts integration (STEAM) programs, to improve achievement in mathematics and science while increasing student engagement and interest in STEM pathways (Rabalais, 2014; Williams et al., 2018). Referring to the gardening method he taught for 30 years, Bartholomew (2006) stated: "Kids love to garden...From the beginning, it was obvious that Square Foot Gardening was perfect for teaching arithmetic and all kinds of math, and that, in fact, anything in the scientific field is easily taught using gardening as the vehicle. But then I began to see that a teacher could readily relate all subjects to gardening" (p. 68). Female students show a high level of interest, understanding, and preference for general classroom horticultural programs (Kim et al., 2002; Song, 2008). STEAM projects improve STEM achievement for marginalized groups, including female students and students of color (Sousa & Pilecki, 2013). Gardening also increases student motivation and interpersonal skills, facilitates community building, and encourages environmental stewardship (Authors b, 2022). When we engage diverse and underrepresented youth with culturally and personally relevant mathematics experiences that focus on critical conservation issues, we can make mathematics learning meaningful and more effective while increasing awareness of key environmental imperatives like sustainability and environmental justice (ecojustice) (Authors, 2022a). An integrated STEAM-GBL curriculum, focused on data, allows students to address real-world problems (NCTM et al., 2024), such as sustainability and the decline of pollinators. The purpose of this study was to explore the impact of a STEAM- GBL curriculum, implemented during a one-week summer camp, on students' knowledge, attitudes, and self-efficacy for advocacy toward ecojustice, which includes environmental action and pollinator conservation. Post-intervention results indicated a significant positive increase in students' bee knowledge, connection to nature, and self-efficacy toward advocacy for environmental action and pollinator conservation. Participants will explore USDA-funded, free, online resources; share ways to utilize these materials at their schools; and discuss potential impacts for students. Mathematics can be taught as a silo, but when students are able to see how mathematics is applicable in real-world contexts, it answers their question, "When will I use this?" School gardens and opportunities to explore nature around their school can provide equitable access for all students to connect with nature and advocate for ecojustice. 

Problem-posing is an integral part of problem-solving and some researchers would argue, it is actually more true to the work that mathematicians engage in (authors cited in English, 1998 and Silver, 1994). Much of the problem-posing research focuses on middle years and secondary students (Utami & Hwang, 2022 and Palmér & van Bommel, 2020, and Cai & Hwang, 2002) while this study examines the possibilities of problem-posing in the early years. The poster will share findings from a collaborative inquiry with a class of grades 2 and 3 students, their teacher and a researcher. The purpose of the study was to examine what types of problems students pose, what inspires the problem-posing and how a collaborative, caring classroom community contributes to the problem-posing experiences. Considering an ethic of care and the role of natural caring in the classroom (Noddings, 1984, 2005, 2014; Hackenberg, 2005; Long, 2006) along with guided play frameworks (Wickstrom, & Pyle, 2024) and elements of the Reggio Emilia Approach (Emerson & Linder, 2021) the classroom conditions conducive to supporting mathematical inquiry and problem-posing are investigated. The data is currently being analyzed and will be shared during this poster session. 

Play is essential for children's physical, social, and cognitive development (Lightfoot et al., 2018). Playgrounds provide a free and safe space for that development to occur. Playgrounds are an important community feature for children, families, and schools. During the school day, playgrounds provide children with a break from sitting quietly at desks. Within the community, families can gain access to materials and experiences they may not otherwise have had access to at home. With intentional and creative design, playgrounds can support all children in physical, social, and academic development. But do playground installments capitalize on this academic opportunity?
Additionally, are the academic installments that exist accessible to all children of different ages and abilities? These questions guided this initial investigation of occurrences and accessibility features of academic features on public playgrounds. Within a larger project, we evaluated the occurrences and accessibility of academic features, specifically numbers and shapes, across twenty playgrounds in an urban city of Central Texas. Ten of these twenty playgrounds were public playgrounds at parks, whereas the other ten were public but located at a public elementary school. Our results reveal that only six of the 20 playgrounds had any representation of number(s) in some form. Two of these representations were at public parks, and the other four were at school playgrounds. Two of the six occurrences were physically accessible to all children. There were only two occurrences of standalone shapes in the twenty playgrounds. One of these occurrences was at a public park, and the other was at a school playground. One of which was physically accessible to all children. This presentation will explore the importance of playgrounds as a learning environment, detail the method and results of the research study, and discuss implications for schools and communities regarding playgrounds.  

This study examines how middle school teachers use motivational language to support students with mathematics learning difficulties during fraction instruction, focusing on utility value, interest, and self-efficacy. Using a mixed-methods design, 40 teachers are randomly assigned to either the Fraction Sense Intervention or a control group. Lessons are transcribed and coded for motivational language, with utility value assessed by relevance statements, interest by engaging language, and self-efficacy by praise and growth-mindset messages. Preliminary results indicate that intervention teachers more frequently use utility value and enthusiasm to connect fractions to real-world applications, while control teachers focus more on procedural tasks. Intervention teachers also foster more self-efficacy through explicit growth-mindset messaging. Such messaging helps to create a more equitable learning environment, where all students are supported in overcoming barriers to math success. These preliminary findings suggest that the Fraction Sense Intervention, although primarily a cognitive intervention, also promotes motivational outcomes by encouraging teachers to integrate utility value and engagement-enhancing messages into their instruction. 

This study analyzed early number apps, assessing cognitive demand and math content for elementary students. Findings varied, with some apps promoting problem-solving while others focused on memorization. Implications for selecting apps fostering reasoning and core concept understanding will be addressed. Children's early mathematics experiences have long-term implications for future success (Geary, 2011; Geary et al., 2012, 2013). Digital technologies like iPads and educational apps are reshaping how students learn mathematics, offering engaging virtual manipulatives and opportunities to explore mathematical concepts. However, guidance for selecting quality apps that foster mathematical reasoning and understanding continues to be challenging.  

This study explores the experiences of teachers and students involved in teaching and learning mathematics using major indigenous Nigerian languages (Hausa, Yoruba, and Igbo). In Nigeria, where instruction is predominantly in English, many students struggle due to the linguistic mismatch between their native languages and the language of instruction, especially in subjects like mathematics. The study utilizes a qualitative research design, conducting in-depth interviews with teachers and students to examine how the use of local languages influences students’ comprehension, engagement, and confidence in mathematics. The findings reveal that teaching mathematics in native languages enhances students’ understanding of complex concepts, reduces anxiety, and fosters higher levels of participation. Cultural relevance also emerged as a critical factor, allowing students to connect mathematical ideas with familiar experiences, further improving engagement. However, challenges like the lack of mathematical terminology in native languages and limited instructional resources were highlighted. The study suggests that educational policymakers and school administrators should consider integrating local languages into mathematics instruction through bilingual curriculums and that teacher training programs should focus on culturally responsive teaching strategies. These practices can bridge language gaps, promote equitable learning, and improve academic outcomes in mathematics. This research provides educators and policymakers with practical insights on how language-inclusive strategies can enhance mathematics education in multilingual settings. 

This paper explores the relationship between bilingualism and children's self-efficacy in mathematics from a sociocultural perspective. Using an explanatory sequential mixed-methods approach, the study examines how diverse cultural contexts and experiences, related to varying language use and community affiliations, influence children's self-efficacy beliefs in mathematics. Quantitative analysis of TIMSS 2019 data indicates that bilingual children exhibit significantly higher self-efficacy in mathematics than non-bilingual students, even when controlling for other factors such as academic achievement. Grounded theory analysis of four bilingual families in the U.S. suggests that a bilingual, multicultural identity fosters a positive learning identity across subjects, enhancing self-efficacy in mathematics. Bilingual children also seem to encounter more meaningful challenges and mastery experiences, which strengthen their learning beliefs. Additionally, their unique contexts provide more opportunities to connect and compare diverse cultural perspectives in mathematics, and they receive greater interest, attention, and support from parents, teachers, and communities, which helps them overcome obstacles and develop positive beliefs. 

Recent scholarship indicates that ‘good’ teaching is not necessarily equitable teaching. Accordingly, multiple teacher education programs are working to reform their courses and programmatic experiences towards equity. We report on results of surveys of 16 networked improvement communities (NICs) spanning more than 30 institutions who are part of a national network seeking to enhance the quality and quantity of secondary teachers of mathematics prepared through institutions of higher education. The surveys asked each NIC to classify progress toward various indicators of program transformation. We discuss the overall progress toward indicators, classified by whether indicators align with a perspective of ‘mathematics-for-all’ or equitable teaching. 

Incorporating movement in the math classroom provides the link between increasing physical activity in children and meeting the time requirements for mathematics instruction, all while increasing students' attitudes toward mathematics. Using an exploratory design, this study examined how a fourth-grade teacher incorporated physical activity into the math classroom and the effects physical activity had on students' mathematical attitudes. This study followed two fourth-grade classes of twelve students each throughout twelve weeks. The teacher used a weekly log to track the physically active lessons. The researcher conducted three interviews to gather the teacher’s perceptions of integrating physical activity into the classroom. Students completed a pre-post-TIMSS mathematical attitude assessment and a weekly questionnaire to document their attitudes toward mathematics. The results of the study showed that the teacher used five to ten minutes of physical activity per lesson, typically at the beginning of the lesson, as a way to elicit prior knowledge before transitioning to the main part of the lesson. The study also found that incorporating physical activity into the math classroom increased students’ mathematical attitudes. The results of this study contribute to the growing body of research on the potential benefits of integrating physical activity into academic curricula. 

Presenting preservice elementary teachers (PSETs) with meaningful mathematical activities honoring a culture receiving unexpectedly little attention, we have introduced PSETs to a new number system: Kaktovik numbers. The numbers serve a dual purpose of building PSETs' conceptual understanding of numbers, place value, and arithmetic operations. At the same time, cultural awareness of students' funds of knowledge is necessary to create a new system of numbers and symbols that honors students' native cultures. 

Engaging students in mathematical writing (MW) has been shown to increase students' achievement in mathematics (Graham et al., 2020). Elementary teachers recognize the importance of including MW during mathematics class; however, classroom teachers report a low frequency of mathematical writing tasks (Powell et al., 2021). One way to address this challenge is to prepare preservice teachers (PSTs) to engage their future students in MW. The purpose of this study is to describe how two PSTs were engaged in developing their pedagogical practices for implementing MW and the practices they enacted within an elementary mathematics classroom during a summer school program. The research question guiding this study is: How do PSTs enact MW supported by practice-based teacher education? The study showed that the two teachers in the case study evolved in their practice. They were able to use feedback to increase their use of content specific vocabulary, support students in articulating their feedback for peers, and ask deeper questions. 

As discussions on incorporating data science in secondary schools grow, a need arises for more humanistic approaches in curriculum development. This session will present preliminary findings from two Guam secondary math teachers who co-developed a data science curriculum with an educational researcher and local political scientists. Drawing upon culturally relevant pedagogy (Ladson-Billings, 1995), the team integrated personal, cultural, and sociopolitical dimensions into the learning modules (Lee et al., 2021). This ongoing research is part of a larger project funded by the Bill and Melinda Gates Foundation under the National Academy of Education's Equity in Math Education Research Grant Program. The curriculum development spans from October 2024 to April 2025, with interviews of both math teachers scheduled for the beginning of October 2024 and after the pilot implementation of the data science curriculum in June 2025. Preliminary results will be shared at the NCTM conference in Atlanta in October 2025. The session description will be updated based on these findings prior to the conference. 

This study explores how a multi-disciplinary team used decision-making strategies and resources when designing and revising cognitively demanding tasks that integrate coding with mathematics or science. We used Schoenfeld's (2011) framework for decision making, which highlights the interplay between goals, orientations, and resources, to guide our analysis. The study focuses on understanding the resources teachers used to design conceptually focused tasks and how their orientations—including beliefs, values, dispositions, and preferences; and goals—shaped their decision making as a team of professionals. Drawing on the insights from various studies and our data, we examine the resources, orientations, and goals used by the team members in making shared decisions while designing and revising the curriculum. Our preliminary findings suggest that the team relied on a combination of personal knowledge, collaborative inputs, preferences, beliefs, and goals to guide their approaches to integrating coding into curricula. 

The National Council of Teachers of Mathematics (NCTM) (2018) emphasizes that "college and career readiness should not be, and is not, the only purpose of school mathematics" (p. 9). Instead, school mathematics has the potential to broaden students' professional opportunities, help them critique the world, and experience the "wonder, joy, and beauty" of both the real world and mathematics (NCTM, 2018, p. 9). Despite the consistent emphasis on connecting mathematics to real-world situations in national standards, the consistent and effective implementation of these connections remains a challenge. Previous studies have largely focused on the perspectives of in-service (Rubel & McCloskey, 2021; Gainsburg, 2008) and preservice teachers (Simic-Muller et al., 2015; Gainsburg, 2008). Although in subject areas of science and engineering, few studies have explored high school students' perspectives regarding real-world tasks and connections (Gibbs & Park, 2022; Jurdak, 2006). This study explores how high school students engage with authentic tasks and their perspectives on the relationship between mathematics and the real world. Through partnering with a high school mathematics teacher, data was collected from six high school students enrolled in geometry and Algebra I, through student work and interviews. Through analyzing their work on and discussion around a task involving area and perimeter, the study investigates the students' perspectives of real-world relevance, the pragmatic factors they encounter, and how they navigate aspects of authenticity within the task. The findings highlight the potential value of authentic tasks that allow for creative approaches—encouraging students to explore the connections between mathematics and their lived experiences and initiating mathematics teachers to reflect on what their instructional practices and task selection communicate about the purposes of mathematics.

 

The argument put forth in this paper is that we need elementary school teachers who are not only knowledgeable of mathematical content and pedagogy but who also have the personality and disposition toward teaching mathematics that is inclusive of creative processes, resulting in global educated learners. We propose a conceptual framework to support this argument about how to provide teachers with the skills and talents that will be essential in the future, and how to provide students with these skills, as well as how to nurture their creative aspirations. The framework contains four interrelated dimensions, which are inclusive of learning technologies, such as generative AI, that influence instruction and performance in the learning environment.  

The act of teaching is inherently uncertain, yet uncertainties are rarely explicitly discussed in teacher education programs. There is growing consensus, however, regarding the benefits of providing opportunities for pre-service teachers (PSTs) to acknowledge the sources of their own uncertainty and the concomitant positive impacts on pedagogical and knowledge growth for both themselves and their future students. Wrestling with uncertainty has been shown to help build deeper connections, improve conceptual thinking and resilience, and increase confidence in alternative pathways of knowledge. However, in order for teachers to intentionally use uncertainty as a teaching tool, they need to be aware of and acknowledge what uncertainty is, as well as understand the role it can play in their classrooms. Therefore, the purpose of this qualitative study was to explore how purposefully embedding assignments surrounding uncertainty impacted the way PSTs perceived uncertainty in hopes that their awareness and capacity to understand and utilize uncertainty would grow. The research questions guiding this study were: (a) what are the sources of uncertainties that PSTs report experiencing throughout an elementary math methods course and how to those sources change over the semester, (b) how and to what extent do PSTs' perception and awareness of uncertainty shift while engaging in activities surrounding personal, pedagogical, and mathematical uncertainties, and (c) how do the PSTs differentiate between desirable and undesirable student uncertainty. Participants included 15 PSTs recruited from an elementary math methods course at a large, Hispanic-serving public university in the southwestern United States. The first author served as the course instructor and designed specific activities (e.g., collaborative discussions, readings, and assignments) to intentionally elicit experiences that promote the positive development of PSTs' personal, pedagogical, and mathematical uncertainties. Data collected in the study was comprised of weekly-reflective check-ins that prompted the PSTs to identify their own uncertainties each week, a summative, retrospective reflection asking PSTs to describe their current perceptions of uncertainty and explain if or how they shifted from the beginning of the course, and a mid-semester assignment where PSTs identified potential student uncertainties on a given problematized math task and asked to differentiate between desirable and undesirable uncertainties. The instructor was blind to PSTs' participation in the study throughout the course, and data were analyzed after final grades had been submitted and participants were de-identified. Overall, we found that PSTs expressed a variety of sources of uncertainty related mostly to course logistics, pedagogy, and mathematical content knowledge that fluctuated with course assignments.
Additionally, while some PSTs' expressed perceptions of uncertainty remained at or shifted to neutral, many PSTs expressed a shift to a positive perception, and most expressed an increased awareness of uncertainty's use in learning opportunities. Finally, PSTs identified eliciting actions and potential impacts of student uncertainties, most commonly linking desirable uncertainties with cognitive benefits and undesirable uncertainties with negative emotions. The poster for this research study will explore these findings and implications for future teacher education programs. 

We investigated how mathematics teachers participated with their curriculum materials (Remillard, 2005) to plan to teach mathematics lessons that incorporated rough drafting and revising. Teachers who had previously read about rough drafting and revising in mathematics classrooms participated in an interview about their curricular noticing while using rough drafts and revising as a lens. We remotely interviewed twelve teachers from ten states about what they noticed in their teachers' guide from their curriculum materials that would support their attempts to engage students in rough drafting and revising. Results illustrate which features teachers identified in their curriculum materials and how teachers interpreted these features in terms of how they could be used to invite drafts and/or revisions. Mathematics teacher educators can use these findings to support teachers with enacting their curriculum materials in ways that are engaging for their students.