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Abstract Like most European countries, Danish education is facing a radical shift towards a focus on learning outcomes, which calls for renewed attention to teachers’ instructional planning. In this article, we explore teacher planning in mathematics and L1 Danish, focussing particularly on the role of instructional materials. Using data from a lesson study project and a theoretical framework that conceptualises planning in a local institutional setting, we analyse planning at both teacher and school level. This allows us to identify practices in teachers’ planning that may hinder an outcome perspective, but that nevertheless seem meaningful in a broader institutional context. Keywords: Teacher planning, learning outcome, mathematics education, Danish as L1 education. Laereres planlaegningspraksis i et laeringsmalsperspektiv: Et multipelt casestudie af matematik- og dansklaerere Sammendrag Danmark star, som mange europaeiske lande, over for radikale uddannelsesforandringer med laeringsmal som omdrejningspunkt, som kraever fornyet opmaerksomhed pa laereres undervisningsplanlaegning. I artiklen udforsker vi laereres planlaegningspraksis i matematik og dansk ved primaert at fokusere pa den rolle, som undervisningsmaterialer spiller. Ud fra data fra et lektionsstudieprojekt og en teoretisk ramme, der begrebsliggor planlaegning i en lokal institutionel kontekst, analyserer vi planlaegningspraksis ift. bade et laerer- og et skoleniveau. Dette gor det muligt at identificere praksisser, der forhindrer laerere i at planlaegge med fokus pa laeringsmal, men som ikke desto mindre forekommer meningsfulde, nar de forstas i en bredere institutionel kontekst Nogleord: Laereres planlaegning, laeringsmal, matematikundervisning, danskundervisning (L1)

Teacher planning in a learning outcome perspective: A multiple case study of mathematics and L1 Danish teachers