An examination of pre-service mathematics teachers' lesson planning skills using Knowledge Quartet

The lesson plan and planning skills of pre-service and in-service teachers play a guide role in effective teaching and teacher education. In this study, it was aimed to examine the planning skills of pre-service elementary mathematics teachers on the subject of equation and equation, linear equations/slope concept with the lesson plans they prepared using the Knowledge Quartet (KQ) framework. The research is designed as a case study. Eight volunteer senior pre-service elementary mathematics teachers were enrolled in Teaching Practice 2 course at a university in Western Anatolia during the spring semester of the 2023–2024 academic year. The data for this study consist of pre- and post-instruction lesson plans prepared by prospective teachers, as well as pre- and post-interviews conducted with them following the KQ training. Lesson plans were analyzed using qualitative descriptive analysis and interview data with pre-service teachers were analyzed using content analysis. According to the results of the study, pre-service teachers showed the most positive improvement in the foundation and contingency of the KQ. Some pre-service teachers have shown regression in the codes related to the transformation, specifically in choice of examples and representation; in the contingency, specifically in responding to responding to children's ideas and teacher insight; and in connection specifically the code of anticipation of complexity. Apart from these, they have shown positive development in all other components. In addition to these, it is found that pre-service teachers do not know how to access appropriate resources to investigate errors and misconceptions that exist or may develop in students.