Abstract
Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers' competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the "process model of lesson planning" and the model of "competence as continuum" as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students' thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology.