Developing Pre-Service Teachers’ Capacity for Lesson Planning with the Support of Curriculum Resources

Abstract

This study investigates how pre-service mathematics teachers (PMTs) develop the capacity to plan mathematics lessons regarding reasoning and proving (R&P) at a time of curriculum change in Norway. Lesson planning poses challenges for both pre-service and experienced mathematics teachers. In this EU-funded intervention study, PMTs were led through iterative cycles of learning about different approaches to R&P; designing and refining R&P tasks from reform-oriented textbooks and other resources; developing lesson plans; implementing lessons in the classroom; reflecting on and revising their plans; engaging in peer discussions. The goal was to develop Grade 8 lesson plans that supported pupil reasoning. Using a case study approach, data were collected through multiple methods, including pre- and post-intervention interviews with PMTs; reflective texts; lesson plan iterations (several versions throughout the intervention); and observation field notes. Results from the Norwegian data showed that providing PMTs with commonly used reform-oriented textbooks or teacher guides is insufficient. Instead, PMTs require additional support in two key areas: (a) Understanding different types of R&P across various mathematical domains and tasks, and (b) Developing comprehensive lesson plans that address all key components, such as learning objectives, activities, assessment, pupil thinking and misconceptions, and the teacher’s role. By framing curriculum design as part of teachers’ lifelong professional learning, this study contributes to ongoing research on how PMTs develop curricular expertise with the support of curriculum resources.