From Plans to Practice: Preservice Mathematics Teachers' Journey to Conceptual Understanding
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| Title: | From Plans to Practice: Preservice Mathematics Teachers' Journey to Conceptual Understanding |
|---|---|
| Language: | English |
| Authors: | Rolando B. Magat |
| Source: | Australian Journal of Teacher Education. 2026 51(1):104-122. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education High Schools |
| Descriptors: | Preservice Teachers, Mathematics Teachers, Foreign Countries, Lesson Plans, Concept Formation, Public Schools, Secondary Schools, High Schools, Teacher Education Programs, Student Attitudes, Teaching Methods |
| Geographic Terms: | Philippines (Manila), Philippines |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | This study examines the journey of preservice mathematics teachers (PMTs) in the Philippines from lesson planning to classroom practice, focusing on fostering conceptual understanding. Using a case study approach, data were gathered from 15 PMTs in Metro Manila through semi-structured interviews, classroom observations, and lesson plan analysis. Findings reveal that PMTs face challenges in deep content knowledge, effective instructional strategies, and real-world application, often prioritizing procedural knowledge over conceptual depth. Additionally, engagement strategies and resource integration were key themes influencing lesson planning. To address these gaps, the study proposes Project M.A.S.T.E.R (Mathematics Application and Strategy Training for Enhanced Readiness), a structured training program aimed at strengthening PMTs pedagogical skills, differentiated instruction, and inquiry-based learning. The study contributes to teacher education reform in the Philippines by identifying critical areas for improvement and integrating Cognitive Load Theory and constructivism into teacher training, advancing global efforts to develop more effective, student-centered mathematics instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500119 |
| Database: | ERIC |
| Abstract: | This study examines the journey of preservice mathematics teachers (PMTs) in the Philippines from lesson planning to classroom practice, focusing on fostering conceptual understanding. Using a case study approach, data were gathered from 15 PMTs in Metro Manila through semi-structured interviews, classroom observations, and lesson plan analysis. Findings reveal that PMTs face challenges in deep content knowledge, effective instructional strategies, and real-world application, often prioritizing procedural knowledge over conceptual depth. Additionally, engagement strategies and resource integration were key themes influencing lesson planning. To address these gaps, the study proposes Project M.A.S.T.E.R (Mathematics Application and Strategy Training for Enhanced Readiness), a structured training program aimed at strengthening PMTs pedagogical skills, differentiated instruction, and inquiry-based learning. The study contributes to teacher education reform in the Philippines by identifying critical areas for improvement and integrating Cognitive Load Theory and constructivism into teacher training, advancing global efforts to develop more effective, student-centered mathematics instruction. |
|---|---|
| ISSN: | 0313-5373 1835-517X |
