Abstract: The most widespread lesson preparation resource used by mathematics teachers is the textbook. Initial teacher training programmes should therefore develop the skill of curricular noticing, i.e., the ability to critically analyse and make decisions concerning an activity sequence from a textbook. This mix-method study focused on the interpretations and decisions adopted by 85 Spanish pre-service primary school teachers (PTs) in relation to a three-dimensional (3D) geometry activity sequence from a textbook. The PTs were assigned two tasks: the first was identifying the limitations of the activity sequence for supporting students' geometrical understanding regarding three aspects--attributes, geometrical processes, and modes of representation--and the second was completing the sequence. Most PTs interpreted a number of activity sequence limitations. In terms of their decision-making, the PTs prioritised certain characteristics over others, such as introducing further attributes rather than changing representation modes, or adding geometrical processes to their activity sequence designs. Moreover, the analysis allowed determining how PTs completed the activity sequence to address limitations, thereby revealing relationships between their interpretations and decisions. The study findings help teacher educators to design courses aimed at supporting the PTs' ability to make more informed and effective teaching choices that enhance student learning.

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