This study focuses on pre-service teachers’ curricular noticing on the specific mathematical topic of fraction concept. Particularly, it explores the coherence of interpreting and deciding. We analysed how PTs interpret the limitations of an activity sequence to support the students’ learning of fraction concept and how they decide to complete the activity sequence to address these limitations. We conducted a study with a large group ( $n = 171$ ) of pre-service primary school teachers (PTs). Findings indicate that PTs seemed to prioritise certain characteristics over others such as focusing more on changing the activity type than changing representation modes or mathematical elements when they designed an activity sequence. Furthermore, PTs profiles show nuances of the coherence between interpreting and deciding. In particular, PTs with the highest interpretation levels were more coherent with a greater number of characteristics. These findings underline the relevance of coherence between interpreting and deciding as a key feature of curricular noticing. These empirical results can help teacher educators design mathematics courses directed towards empowering PTs by helping them make informed and more effective teaching choices.
