Investigating Primary Teachers’ Mathematics Planning Processes for Student-Centred Learning and Teaching

There is growing consensus that the process of planning mathematics units and lessons is as complex as teaching them, yet there is limited research on this. This thesis proposes a new framework for describing the way mathematics planning is conceptualised and a practical planning model to support teachers navigate the demands of mathematics learning and teaching. The findings also inform a set of planning recommendations designed to assist policymakers, school leaders, and teachers to determine approaches that support teachers to plan for student-centred mathematics learning and teaching in ways that ultimately improve student engagement and learning in mathematics.