Australian Journal of Teacher Education
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.
Was this research funded?
No, research was not funded
Recommended Citation
Magat, R. B. (2026). From Plans to Practice: Preservice Mathematics Teachers' Journey to Conceptual Understanding. Australian Journal of Teacher Education, 51(1). https://doi.org/10.14221/1835-517X.7172
Included in
Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons