Mathematics Education Seminar “Understanding Dimensions of an Elementary Mathematics Techer’s Pedagogical Design Capacity” Napthalin A. Atanga Friday, February 4, 2011 at 2pm Grants Room Abstract: In order for teachers to use curriculum materials effectively, they must develop a sound ability to perceive and mobilize curriculum resources to promote deep student knowledge and understanding and consequently learning (Brown, 2009). Using case study, I investigated the dimensions of a fifth grade elementary mathematics teacher’s pedagogical design capacity as she makes use of Investigations curriculum material in her classroom. Results show that Caroline perceived and mobilized curriculum resources before and during enactment of lessons. Before enactment of lessons, Caroline perceived curriculum resources through reading/skimming, knowledge of curriculum resources, backtracking, and benefits that they offer. Before instruction, Caroline mobilized several curriculum resources and made several adaptations to them. Furthermore, during instruction, Caroline’s mobilization of curriculum resources was evident through students involvement. These findings have important implications for teacher education to incorporate the examination and study of curriculum resources in methods courses to begin the development of teachers’ pedagogic design capacity while in training; to professional development to shift emphasis to supporting teachers in perceiving and mobilizing curriculum resources because these curriculum resources provide information of both subject matter and how certain concepts are to be taught, and to curriculum designers to make visible the intent of certain curriculum resources that are not being perceived and mobilized by teachers.