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This study examines pre-service secondary mathematics teachers' Curriculum Noticing regarding Statistical Problem-Solving and Matrix in the 2022 revised curriculum. Findings reveal a general preference for practical guidelines over theoretical frameworks. Specifically, teachers showed a discrepancy between understanding goals and practical implementation in statistics due to insufficient Pedagogical Content Knowledge (PCK), whereas they demonstrated active interpretation and holistic noticing in matrices by anticipating learning difficulties. This study suggests that teacher education must foster an integrated understanding of curriculum hierarchies and strengthen PCK to bridge the gap between curriculum intent and classroom practice.
This research was supported by the Glocal University 30 Project at Busan National University of Education through the Institute for Regional System & Education in Busan Metropolitan City, funded by the Ministry of Education (MOE) and the Busan Metropolitan City, Republic of Korea (2025-glocal-02-004-B221-01).