Theoretical background

Becoming a teacher requires developing substantial knowledge of the content, the curriculum and curriculum resources, the instructional approaches, in addition to pupils’ interests and beliefs, to be able to teach mathematics effectively (e.g., Chen & Zhang, 2019 ). Lim et al. (2018) reported that PMTs find it difficult to recognise the mathematical idea within the task and transfer it to a lesson plan. Chen and Zhang (2019) also discovered that PMTs lacked knowledge of how to modify planning aspects to meet the needs of their learning groups. A lesson plan can support PMTs’ developing ideas and offer support to enhance and deepen their knowledge. It will likely help them think about the lesson’s main aims, how they would want their students to learn, and how they can assess student learning experiences.