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The aim of this study is to discuss the conceptual dimensions of pre-service mathematics teachers' approaches to the basic concepts and operations of mathematics. 25 pre-service mathematics teachers in the first semester of the 2022-2023 academic year, who were educated at a state university, participated in the research. Four open-ended questions about the basic concepts of mathematics were asked to pre-service mathematics teachers and their written opinions were received. Content and descriptive analysis were applied to the responses. As a result of the analyzes, pre-service teachers did not approach these questions in the context of conceptual knowledge, but generally gave the answers in the context of procedural knowledge. Pre-service mathematics teachers used reflective thinking, which they used to compare the procedural knowledge processes they gained in the formal education process with the previous solutions, in these question solutions as well.

In the present study, the effects of using dynamic geometry software in active learning framework on students’ problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry software supported tasks. The study, designed with the embedded mixed method, lasted 13 weeks. The dependent t-test was used in the analysis of quantitative data, and descriptive analysis was performed in qualitative data. Problem posing skills of students examined according to use of mathematical language, grammar and expression, suitability to acquisitions, quantity and quality of data, solvability, originality, solution of the problem criteria. In the present study, it was determined that the use of dynamic geometry software in active learning framework developed students’ problem posing skills. The problems that students posed in the dynamic geometry software during the implementation process indicated improvement in terms of problem posing skills as the weeks passed. It was found that students had positive views about the problem posing process, while they experienced some difficulties in this process.

The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of pre-service primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group) were trained in the dynamic geometry based activities and 29 pre-service teachers (physical-drawing group) were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers’ geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers’ spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

The research question addressed by this study is whether or not students made effective use of dynamic geometry software to explore the validity of a geometrical statement. Particular attention was paid to the use of definitions and the types of justifications students employed. Interviews conducted with six secondary mathematics preservice teachers were video and audio taped and video output of the interviewee's Geometer's Sketchpad (GSP) work was recorded on video tape. The interviews were transcribed along with a synchronized record of the GSP work. The transcripts and videotapes were analysed and coded. Results indicated that reasoning based on prototypically constructed categories and difficulty correctly parsing mathematical statements, especially the ‘for all’ quantifier, interfered with the effective use of dynamic geometry software in justifying mathematical assertions. It may be that explicit instruction in how to make use of software programs to explore the validity of an assertion is needed.

This study examines the approaches displayed by pre-service mathematics teachers in their experiences of constructing mathematical modelling problems and the extent to which they perform the modelling process when solving the problems they construct. This case study was carried out with 35 pre-service teachers taking the Mathematical Modelling course, offered for the first time as an elective course in a secondary mathematics teacher training department in a public university in Turkey. The data were obtained from the modelling problems prepared by the pre-service mathematics teachers in the last 3 weeks of the Mathematical Modelling course, the video recordings of these problems’ presentations and the pre-service teachers’ responses to the questions they were asked about their presentations. When analyzing the participants’ approaches to construct and solve mathematical modelling problems, the main focus of attention included the appropriateness of the problems for modelling and of the solutions to the modelling process, as well as the approaches displayed in these stages. The study’s results demonstrated that the pre-service teachers considered various criteria when constructing modelling problems such as relevance to life, the possibility of being solved by mathematical knowledge and attracting attention and were found to be successful in understanding and simplifying the modelling process, however, they had difficulties in the interpreting and validating steps.

This exploratory qualitative case study design aims to examine the mathematization process employed by pre-service mathematics teachers during instruction grounded in Realistic Mathematics Education (RME) within Plane Geometry. It was studied as this shall have a cascading effect on the teaching–learning of schools. Carried out at a teacher education college in the Oromia region of Ethiopia, the study used 27 pre-service mathematics teachers, who constituted one class as participants. The methods of data collection encompassed observation, informal discussions, and semi-structured interviews. The findings pinpoint significant progress, persistent challenges, and possible barriers to integrating realist mathematical artifacts and conceptions in class. Through the RME-centric mathematization instruction, these pre-service mathematics teachers crafted individual problem-solving strategies for comprehensive word problems relating to plane geometry and real-life contexts. Impressively, some participants even managed to leverage alternative equations and theorems not covered in the course materials. However, challenges emerged. The breadth of content, the nature of the curriculum, and specific limitations in the pre-service teachers' proficiencies were underscored as potential hurdles in the pre-service mathematics teacher's mathematization process to draw conjectures and mathematical concept formulations, including deriving relations among geometry concepts while solving geometry problems.

This exploratory mixed method study aimed to investigate the impact of occupational anxiety and academic hopelessness on pre-service mathematics teachers' academic achievement. The study also aimed to explore pre-service mathematics teachers' perspectives on this effect and to determine how these levels vary according to gender and grade level variables. In addition to a quantitative approach using the relational survey model, a qualitative approach with a case study design was also used in the study. The participants consisted of 184 prospective mathematics teachers who were selected using random sampling method. The qualitative dimension of the research was carried out with 12 pre-service teachers who were voluntarily selected among the participants. The measurement tools used in the study included the “Professional Anxiety Scale for Student Teachers”, the “Academic Hopelessness Scale”, the final semester “Weighted Grade Point Average” to assess academic achievement, and a semi-structured interview form developed by the researchers. The results show that pre-service mathematics teachers exhibit high levels of academic hopelessness and moderate levels of occupational anxiety. Gender was found to have a significant effect on occupational anxiety levels with a high effect size, and grade level was found to make a difference in favor of 4th graders in terms of academic hopelessness levels. Finally, there was a low level of positive correlation between pre-service teachers' academic hopelessness levels and their academic achievement.

This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.

This study uses a narrative qualitative research design to explore the role of math applications in the learning experiences of preservice mathematics teachers. Data were collected through interviews with 15 preservice mathematics teachers enrolled in a teacher education program in La Union. The study focused on how preservice mathematics teachers made use of these applications, the difficulties they faced, and the possibilities for incorporating such tools into their future professional practices. Findings revealed that participants utilized Geogebra, Photomath, Gauthmath, Mathway, and Khan Academy applications. These tools enhanced their understanding of mathematical concepts through visual representations, interactive simulations, and step-by-step problem-solving. However, participants encountered difficulties such as poor internet connectivity, subscription limitations, and unfamiliar interfaces. Preservice mathematics teachers intended to incorporate these tools into their future teaching to promote student engagement, an interactive environment, and a deeper understanding of mathematics. These findings support integrating educational technology training among preservice mathematics teachers and highlight the role of digital tools in shaping 21st-century mathematics education. The study emphasizes equipping future educators with the necessary competencies to integrate technology into mathematics education effectively.

The technological era has significantly impacted the quality of mathematics education. In reality, the frequency of technology usage in the classroom is minimal, and teachers continue to face challenges when utilizing learning management systems (LMS). Therefore, the purpose of this study is to identify the impact of LMS on the development of technological pedagogical content knowledge (TPACK) and digital skills of pre-service mathematics teachers. This mixed-methods study, employing an exploratory approach, involved 76 pre-service mathematics teachers (22 males, 54 females). Data was collected through questionnaires and interviews and subsequently compiled using Microsoft Excel and saved in CSV format. The data were then analyzed using Jamovi software version 2.4.8.0. Findings show that digital skills significantly influence TPACK development (β = 0.63, p < 0.001), more so than LMS usage (β = 0.49, p < 0.001), with a combined explanatory power of 65% (R² = 0.65). Higher digital skills improve pre-service teachers' ability to integrate technology into pedagogy and content. Additionally, final-year pre-service teachers show greater competencies. Male pre-service teachers generally exhibit higher digital skills than females (p < 0.001), influencing their capacity to effectively use digital tools in teaching. The strong correlation between digital skills and LMS usage (Spearman’s ρ = 0.86) underscores the need for structured digital competency development in teacher education. These findings emphasize the importance of fostering digital literacy and technology-integrated practicum experiences in mathematics instruction. Universities and school administrators should implement targeted training programs to enhance LMS utilization and help pre-service teachers develop strong TPACK competencies.

This paper reports on an aspect of a larger research study conceptualised within a teacher development project in Mthatha, Eastern Cape Province. The project was initiated with the objective to develop appropriate skills to use dynamic geometry software (DGS) effectively and strategically as a teaching and learning tool for mathematics. The study reported in this paper aims specifically to ascertain how selected mathematics teachers integrated co-developed technologically aided visualisation tools in the observed lessons. The case study involved two teachers from different schools. The data sources were the classroom observations followed by stimulated reflective interviews with the teachers. The data were analysed to study the use of DGS visualisation tools in relation to Kilpatrick’s framework of teaching proficiency. The lessons evidenced a displayed alignment with the elements of teaching proficiency in the context of teaching geometry. The dynamic visualisation opportunities offered by DGS proved to supplement the teaching repertoire for the participating teachers. Pedagogical practices influence the use of DGS, as evident from the lessons when the participating teachers incorporated collaboratively developed GeoGebra applets into their classrooms. We argue that the collaborative engagement between teachers appears to be a positive way forward in closing the gap between having access to technology and adapting it for effective use in mathematics classrooms.

Little emphasis has been given on the pre-service mathematics teachers’ learning needs on the required subject matter knowledge and skills for which they have been expected to possess at their final level of graduation, as a basis for teaching secondary school mathematics. This study employed qualitative research design, in which 30 pre-service mathematics have been interviewed on their mathematics learning needs. The finding of the study revealed that learning experiences of the training was adequate, but there is disconnection between the training curriculum and school mathematics subject matter for which the pre-service teachers have been train to teach. The pre-service mathematics teachers have viewed lecturer of the program as non-supportive which prevent them from active learning. This suggests that the program should include school mathematics curriculum in the training to enable the pre-service mathematics teachers to acquire the subject matter knowledge for which they have been train to teach. Lecturers of the program should change their attitude and behavior which might have adverse effect on pre-service mathematics teachers’ learning.

The aim of this study is to determine the artificial intelligence literacy and mathematics literacy self-efficacy perceptions of preservice elementary mathematics teachers and to explore the relationship between their perceptions of these two types of literacy. For this purpose, a descriptive and correlational survey model was used. The participants of the research consisted of 203 preservice elementary mathematics teachers studying in the elementary mathematics education program at the Faculty of Education in public universities in Denizli, Edirne, and İzmir during the 2024-2025 academic year. The data collection tools used included the ‘Participant Information Form,’ the ‘Artificial Intelligence Literacy Scale,’ and the ‘Mathematics Literacy Self-Efficacy Scale.’ Descriptive and correlational statistical techniques were employed for data analysis. The findings of the study revealed that the preservice teachers' perceptions of artificial intelligence literacy were moderate, while their perceptions of mathematics literacy self-efficacy were at a high level. There was a significant and linear relationship between artificial intelligence literacy and mathematics literacy self-efficacy perceptions, with artificial intelligence literacy perceptions explaining 39.1% of the variance in mathematics literacy self-efficacy perceptions. Additionally, the findings suggest that awareness and ethical perceptions in artificial intelligence literacy moderately enhance mathematics literacy self-efficacy perceptions.

ABSTRACTThe aim of this study is to determine pre-service classroom teachers' beliefs and thoughts about the roles of teachers and students in the classroom before taking the Mathematics Teaching I course. With this purpose, the study employed the survey method, a descriptive research technique. The study sample included 75 pre-service teachers (55 females and 20 males) who studied in Omer Halisdemir University's education faculty's primary level teaching department classroom teaching programme in the 2013–2014 academic year, and took the Mathematics Teaching I course. The study data were collected using a survey form including three open-ended structured questions. The data were analysed using the qualitative data analysis method. The study results indicated that the pre-service teachers' beliefs, in terms of both teachers' and students' roles, were between the absolute and transitional levels based on Baxter Magolda's epistemological refection model. This reveals that pre-service teachers' beliefs are in line with conventional teaching and learning approaches.

The aim of this study was to examine the impact of developing WebQuests on the attention, confidence, relevance and satisfaction, or motivation, of pre-service secondary mathematics and chemistry teachers in the instructional technologies and material design course. There were a total of 67 pre-service teachers, 32 pre-service secondary mathematics teachers and 35 pre-service secondary chemistry teachers involved in this study, which took place over seven weeks. The pre-service teachers in both groups designed their WebQuests suitable for the level of high-school students. The researcher used a questionnaire in the collection of the data to find the motivational level of the participants. It was given to the participants by the researcher before and after the instruction during a single class period. The paired-samples t-test, independent samples t-test and ANCOVA were used in the analysis of the quantitative data. The study showed that designing WebQuests had more effect on the attention, confidence and relevance of the pre-service chemistry teachers than of the pre-service mathematics teachers. However, in general, although developing WebQuests had positive effects on the motivational levels of both pre-service secondary maths and chemistry teachers, there were no statistically significant differences found in relation to the motivational levels of both groups.    Keywords: WebQuests, pre-service teachers, attention, confidence, relevance, satisfaction