This symposium presents four studies from a larger research project involving 92 middle school mathematics teachers. Drawing on multiple data sources (e.g., classroom observations, background interviews, lesson planning interviews), we studied teachers’ perceptions and uses of the Common Core (CCSSM), curriculum materials, and assessments. Presentation 1 focuses on teachers’ perceptions of CCSSM-aligned assessments in relation to the official and operational curricula. Presentation 2 presents findings on teachers’ classroom-based assessment practices and resources in the context of CCSSM. Presentation 3 discusses case studies of eight teachers with a focus on curricular noticing when planning and enacting lessons. Presentation 4 presents case studies of four special education teachers’ curricular noticing for students with special needs. Findings and implications for researchers, teacher educators, curriculum and assessment designers, and policymakers will be discussed.

Session Type: Research Symposium