Given that early career elementary teachers face pressure to plan pedagogy that provides equitable opportunities to learn mathematics for understanding, it is important to consider their mathematics lesson planning practices. This study uses interview data to compare the planning practices of four early career teachers (ECTs) who consistently rated highly on an observational measure of high-quality mathematics instruction with those of three ECTs who consistently rated lower. ECTs who scored highly addressed planning challenges in interconnected ways that were responsive to students’ needs, demonstrated more agency in representing mathematics content in their planning, and were more likely to maintain curricular rigor when differentiating. We consider implications for efforts to help ECTs plan lessons that are likely to result in high-quality instruction.

鉴于早期职业的小学教师面临着规划教学法的压力，以提供公平的学习数学以促进理解的机会，因此考虑他们的数学课程计划实践非常重要。本研究使用访谈数据来比较四位早期职业教师 (ECT) 的规划实践，他们在高质量数学教学的观察测量中始终获得高分，而三位 ECT 的计划实践始终得分较低。ECT 得分高的 ECT 以相互关联的方式应对学生需求的规划挑战，在他们的规划中表现出更多的代表数学内容的能动性，并且在区分时更有可能保持课程的严谨性。