A university mathematics teacher educator and a math department chair reflect on how various assignments and structures can support early-career teachers in anticipating student thinking and solutions to purposefully plan lessons.

Contributor Notes

Cassandra R. Seiboldt, cseibold@lps.org, is a mathematics teacher at Lincoln Northeast High School in Lincoln, Nebraska. Her interests include how teachers effectively collaborate in lesson planning and instruction.

Lorraine M. Males, lmales2@unl.edu, is an assistant professor of mathematics education at the University of Nebraska–Lincoln, where she works with secondary prospective teachers and mathematics education graduate students. She is interested in how teachers learn to use mathematics curriculum materials.

Joshua R. Males, jmales@lps.org, is the K–12 Mathematics Curriculum Specialist for the Lincoln Public Schools. He works with teachers to improve classroom instruction and is interested in systematic change in mathematics education.

(Corresponding author is Seiboldt cseibold@lps.org)(Corresponding author is Males lmales2@unl.edu)(Corresponding author is Males jmales@lps.org)
The Mathematics Teacher

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