Mathematical Proficiency of Pre-Service Teachers

Yzabela Beatriz L. De Ocampoa, Regie B. Frias Jr.b, Angelo R. Lat c and Mariah Angela L. Llarenad
Batangas State University– JPLPC Malvar
yzabelabeatriz.deocampo@g.batstate-u.edu.ph

ABSTRACT

Mathematical proficiency is a critical skill for pre-service teachers as it is the foundation for teaching
and learning mathematics effectively. Hence, this study determined the respondents’ profile in terms of sex,
socioeconomic status, and general weighted average (GWA) disclosed the self-assessed mathematical
proficiency, ascertained the relationship between the respondents’ profile and their self-assessed mathematical
proficiency and recommended enhancement plan to sustain the respondents’ self-assessed mathematical
proficiency. Results showed that majority of the respondents are female, belong to the low income group and
have a general weighted average between 1.51 – 1.75. The assessment of the respondents’ mathematical
proficiency in terms of conceptual understanding, procedural fluency, strategic competence, adaptive
reasoning, and productive disposition strands is highly proficient. The respondents’ personal variables are
significantly related to their self-assessed mathematical proficiency. To strengthen foundational mathematics
knowledge, improve pedagogical knowledge and skills, build classroom management skills, gain teaching
experience, and engage in professional development are the suggestions in the proficiency enhancement plan to
sustain self-assessed mathematical proficiency. Based on the findings, the study recommends that pre-service
teachers should have a solid foundation in the fundamental concepts of mathematics, including algebra,
geometry, and calculus. Reviewing these topics and practicing problems can help build a strong mathematical
base. Pre-service teachers should engage in activities that challenge them such as problem-solving Activities
because problem-solving is an essential part of mathematics. This could involve working through textbooks,
solving puzzles, or participating in math competitions.

Keywords: Adaptive Reasoning, Conceptual Understanding Mathematical Proficiency, Procedural

Fluency, Strategic Competence

1. INTRODUCTION
Mathematics is a fundamental discipline that must be
thoroughly and properly learned due to its wide-
ranging benefits and applications. It enhances the
power of reasoning, enabling individuals to think
logically and systematically. Additionally,
mathematics fosters creativity by encouraging
innovative problem-solving approaches and the
exploration of abstract or spatial concepts. Critical
thinking is another crucial skill developed through the
study of mathematics, as it requires the analysis and
evaluation of complex problems. Furthermore,
mathematics improves problem-solving abilities by
teaching students how to approach and resolve various
challenges methodically. Effective communication
skills are also honed through the precise language and
clear expression required in mathematical discourse.
Over the years, extensive discourse has highlighted the
importance of cultivating a deep understanding of
mathematics, emphasizing its role in personal and
professional development across numerous fields.
Teaching for mathematical proficiency
necessitates a significant amount of effort (Marasigan,
2018). Mathematics is important in areas other than
academic circles. It is a trademark that the approach to
teaching, particularly in Mathematics, is anchored win
too many problems to analyze, numbers to compute,
and measurements to find. The youth, transitioning to
adulthood, who have limited mathematical skills are
likely to struggle in society. Basic arithmetic skills are
required for daily computations and, in some cases, job
applications. Furthermore, competence in mathematics
skills is associated with higher levels of employability.
According to the National Council of Teachers of
Mathematics (NCTM), learning mathematics is meant
to help students improve their mathematical
communication, reasoning, problem-solving,
connection, and representations. In essence, all
students are expected to have a basic understanding of
mathematics, but in practice, not all students are able
to do so. This has to do with how well the learning
process proceeds. But among all the objectives a
student should have, one is to judge the level of
mathematical competence of prospective teachers.
Teachers introduce ideas and processes
through examples and prescribed algorithms before
allowing their students to answer, which forces them to
memorize them rather than use their creativity and
strategic thinking to solve non-routine situations. It is
important that teacher preparation programs give
students the chance to test their mathematical
knowledge and skills through the use of pre-service
tasks that require problem-solving and reasoning
(NCTM, 2017). These tasks push students to consider
various approaches and possible solutions.
In 2016, The Word Economic Forum anticipated that
by 2020 the 10 most desirable skills to thrive would be
in this order: complex problem solving, critical
thinking, creativity, people management, coordinating
with others, emotional intelligence, judgement, and
decision making, service orientation, negotiation, and
cognitive flexibility. These skills contemplate different
nuances of doing mathematics and they differ in nature
from what was required from school graduates in the
past. In this modern world, being employable requires
basic education graduates to be more than just merely
literate. Rather, they must be able to read and interpret
challenging materials in order to perform computations
and solve problems independently.
Pre-service mathematics teachers (PSMT)
must be prepared in both subject and methodology
through education programs (NCTM, 2017). Deep and
integrated understandings of mathematical concepts
are essential for pre-service teachers, one critical part
is problem solving. Teachers of mathematics must
encourage students to think and solve problems with
comprehension while involving them in productive
discussions that uncover and advance their learning
(NCTM, 2014). According to Lam et al. (2013),
problem solving needs to be incorporated into topic
courses. It was suggested that developing problem-
solving skills is critical for success in mathematics. It
is important for pre-service teachers to participate in
activities that develop their capacity to accomplish the
task.
Problem solving has historically been a
component of the mathematical curriculum
(Schoenfeld, 2012), hence, it is important to evaluate
math competency. Furthermore, the NCTM (2012)
states that the primary expectation for mathematics is
problem-solving abilities. However, it can be
challenging for instructors to adopt non-routine, open-
ended activities that call for critical thinking and
problem-solving techniques. These, according to
Phonapichat et al. (2014), may result from teachers
failing to make connections between the mathematical
content and real-life situations, requiring students to
memorize formulas and keywords to solve problems,
failing to fully explain the concepts underlying
textbook problems, or simply failing to teach with
understanding. All of these have an impact on how
well kids learn and comprehend material, which is later
reflected in their math performance. This means that
having an impactful influence on student learning
(Brabeck et al., 2014) as well as boosting their
confidence and self-efficacy require educating teacher
candidates in the necessary mathematics content—in
particular, non-routine problems and technique.
Mathematical proficiency is something that
develops over time. The proficiency of kids should
increase each year they attend school. In another sense,
proficiency acquisition requires time. If students are to
become proficient in a particular mathematical topic,
they must have enough time to participate in activities
related to it. They may easily fail to learn if they are
given only one or two examples to explain why a
procedure works or what a concept means before being
asked to practice following the procedure or
identifying the concept. They must practice their
abilities for extended periods of time, solve problems,
reason, gain insight, and connect previously learned
material to new information in order to become
proficient. Mathematical proficiency is not a one-
dimensional trait, and it cannot be achieved by
focusing on just one or two of these strands. In later
chapters, we argue that helping children acquire
mathematical proficiency calls for instructional
programs that address all its strands. As they go from
pre-kindergarten to eighth grade, all students should
become increasingly proficient in mathematics. That
proficiency should enable them to cope with the
mathematical challenges of daily life and enable them
to continue their study of mathematics in high school
and beyond.
2. OBJECTIVES
This study investigated the self-assessed mathematical
proficiency of pre-service mathematics teachers at
Batangas State University The National Engineering
University JPLPC Malvar and Rosario campuses.
These pre-service teachers were officially enrolled
during Academic Year 2023-2024. Specifically, this
study achieved the following objectives:
1. Determine the respondents’ profile in terms of:
1.1 Sex
1.2 Socio-economic Status
1.3 General Weighted Average (GWA)
2. Assess the pre-service mathematics teachers’
mathematical proficiency in following strands:
2.1. Conceptual Understanding,
2.2. Procedural Fluency,
2.3. Strategic Competence,
2.4. Adaptive Reasoning, and
2.5. Productive Disposition.
3. Test the relationship between the respondents'
profile and their assessed mathematical proficiency.
4. Suggest proficiency enhancement activities for pre-
service mathematics teachers.
3. MATERIALS AND METHODS
3.1 Research Design
The present study made use of descriptive-correlational
method to answer the questions posed in this endeavor.
Rishad (2021) defines descriptive-correlational study as
a study in which the researcher is primarily interested
in describing relationships among variables, without
seeking to establish a causal connection.
The researchers believe that the descriptive
correlational method is the most employable method in
the present study since the purpose of the research is to
assess the mathematical proficiency of pre-service
mathematics teachers in Batangas State University-
TNEU JPLPC-Malvar and Rosario Campuses. Through
this method, findings of the study would benefit the
educational institution as well as the people involved in
the research.
3.2 Subject of the Study
The subject of the study consisted of 76 pre-service
teachers who have chosen Mathematics as their field of
specialization at Batangas State University JPLPC-
Malvar and Rosario, officially enrolled during
Academic Year 2023-2024 and are on their third or
fourth year of study. These mathematics pre-service
teachers served as the respondents of the study because
they are the group of students who are taking major
courses in Mathematics.
Table 1. Distribution of the Respondents
Pre-service Mathematics Teachers
Year Level
Population Sample
Third 65 57
Fourth 29 19
Total 94 76
In order to get a valid and reliable result, an
adequate number of respondents and an appropriate
sampling technique is used. Batangas State University
JPLPC-Malvar and Rosario has 94 third and fourth-
year pre-service mathematics teachers. The Raosoft
Digital Calculator was used to determine the sample
size of respondents, which resulted in a total of 76
respondents with a 5% margin of error.
Simple random sampling is used to pick
respondents in order to achieve a proportional
distribution of the sample size. For proper
representation, the respondents are divided into groups
based on their year level.
3.3 Research Instrument
The researchers used a self-constructed questionnaire to
acquire the essential information about the
mathematical proficiency of pre-service mathematics
teachers in Batangas State University - The National
Engineering University JPLPC Malvar and Rosario.
Google forms is used to create the questionnaire which
is divided into five parts.
After consultation with the adviser, validation
and revisions to the formulated questionnaires were
considered along with the opinions and ideas of panel
members to ensure the validity and reliability of the
items. Proven valid and reliable, the researchers
gathered data from the respondents.
The researchers sought permission from the
chairpersons of the Bachelor of Secondary Education
under the College of Teacher Education at Batangas
State University-JPLPC Malvar and Rosario to conduct
a survey on the mathematical proficiency of pre-service
mathematics teachers. The researchers asked the
instructors of the chosen respondents for permission
and assistance in administering the questionnaire. The
researchers emailed the link of the questionnaire
personally and retrieved the information accordingly.
The researchers tallied, tabulated, evaluated, and
interpreted the responses after the retrieval.
To determine the respondents’ assessed
mathematical proficiency, the following mean ranges
Scale Mean Interpretation
Ranges
4 3.51 – 4.00 Highly Proficient
3 2.51 – 3.50 Moderately Proficient
2 1.51 – 2.50 Slightly Proficient
1 1.00 – 1.50 Least Proficient
with their respective interpretations was utilized.
3.4 Data Gathering Procedure
After the approval of the research title, the researchers
gathered related information as means to conceptualize
and formulate ideas essential to this study. A letter
asking authorization to conduct and administer a
researcher-made questionnaire to the target respondents
was presented to the deans of the College of Teacher
Education for both campuses.
In coordination with faculty of College of
Teacher Education at Batangas State University
JPLPC-Malvar and Rosario, the researchers used the
revised questionnaire accomplished by the respondents
to obtain information. The research instrument was
received by the respondents through e-mail and social
media. After the distribution, data were retrieved by the
researchers.
Immediate tabulation of data followed
afterwards. The researchers analyzed and interpreted
them in order to arrive at the definite result of this
study.
3.5 Statistical Treatment of Data
To satisfy the requirements of the research, the
researchers used the appropriate statistical treatment.
These are presented as follows:
Frequency and percentage. This was used to
determine the frequency of occurrence of each category
in the respondents’ personal variables.
Mean. This was used to determine the
assessment of the respondents’ mathematical
proficiency.
Standard Deviation. This was utilized to
determine the homogeneity and heterogeneity of the
respondents’ assessment on their mathematical
proficiency.
Chi-square. This was used to determine if
significant relationship exists between the respondents’
profile and their mathematical proficiency.
4. RESULT AND DISCUSSION
This chapter primarily deals with the research problems
and covers the presentation, analysis and interpretation
of the quantitative data gathered in the investigation.
To give an in-depth analysis and interpretation, the data
are arranged thematically and sequentially resembling
the presentation of specific problems posed at the
beginning of the study.
1. Respondents’ Profile
In line with the statement of the problem specified in
the
study, the researchers first determined the respondents’
profile. It included sex, socioeconomic status, and
General Weighted Average (GWA) which served as the
groundwork of the succeeding undertakings.
1.1. Sex
Sex refers to the physical trait and social positions that
members of society hold. It is also their nature or
characteristics of being male or female. Table 2 reveals
the distribution of the respondents according to sex.
Table 2. Distribution of the Respondents’ Profile in
Terms of Sex
Sex Frequency Percentage
Male 16 21
Female 60 79
Total 76 100
Table 2 indicates that the majority of the
respondents were female. This numerical disparity can
be attributed to the fact that females tend to engage
themselves more in education than males do.
The findings of the present study by Alfayez (2022)
showed that the enrolled female teachers in the first
three grade levels had a good level of mathematical
thinking skills. This result might be attributed to the
diversity of teaching strategies and methods adopted in
teacher preparation program, such as problem-based
education, challenge-based learning, and project-based
learning. The diversity of enrichment activities
accompanying these strategies and the organization of
ideas had a significant impact on the development of
student teachers thinking skills. In addition, this result
might be attributed to the continuous professional
development courses and workshops offered by the
ministry of education in Jordan, which focuses on
improving mathematical thinking skills among primary
school teachers. This is supported by the findings
reported by Radwan et al. (2016) who revealed that
females were superior to males in mathematical
thinking skills.
1.2 Socio-economic Status
Socioeconomic status refers to the ranking of the
family in terms of their monthly income. Table 3
reveals the distribution of the respondents according to
monthly income.
Table 3. Distribution of the Respondents’ Profile
in Terms of Socioeconomic Status

Table 3 shows the distribution of the respondents according
to socio-economic status. It could be observed that most of the
respondents belong to the low-income group. This outcome
ascertains that the respondents’ families struggle to sufficiently
respond to their daily needs especially during the time of
pandemic. by deduction, low-income families might also
translate to having poor academic background. This is
supported by Olufemi (2013) who emphasized that parents'
educational background significantly impacts their children's
academic success. Therefore, parents must recognize the
critical role they play in ensuring better academic outcomes for
their children. Parents must understand the importance of
education and take proactive measures to provide their
children with adequate support, resources, and encouragement
to facilitate their academic progress and success. This assertion
is particularly crucial in the current academic climate, where
academic achievement plays a vital role in determining
prospects. As such, parents must take an active role in
cultivating a positive academic environment for their children
and ensure that they receive the best possible opportunities to
succeed academically.
Jensen (2016) clearly indicates that poverty has
significant impacts on students, including increased stress,
cognitive gaps, and less emotional support, which can have a
profound effect on the brain and necessary functions for
academic success. Attending high-poverty schools can
unquestionably lead to diminished academic achievement,
social and professional challenges, and a higher rate of violent
victimization. Albrecht and Brunner (2019) strongly suggest
that students from marginalized or low-income communities
often attend high-poverty schools with fewer competent or
seasoned educators, further hindering academic progress.
While MODESE (2017) indicates that schools in less-
concentrated low-poverty environments show fewer
disparities in educational attainment, it is undeniable that
learners from poverty face additional barriers to math skills
and competencies.
1.3 General Weighted Average
The General weighted average refers to the indicator of
a student's academic performance in a given semester
or school year. Table 4 reveals the distribution of the
respondents according to academic performance.
General
Weighted Frequency Percentage
Average
Superior 23 30
(1.26- 1.50)
Very Good 35 46
(1.51 – 1.75)
Good 18 24
(1.76– 2.00)
Total 76 100
Table 4. Distribution of the Respondents’ Profile
in Terms of General Weighted Average
Socioeconomic
Frequency Percentage
Status
Middle Class 9 12
(38,081-66,640)
Lower Middle 18 24
(19,041-38,080)
Low Income 49 64
(9,520 -19,040)
Total 76 100
Table 4 shows the distribution of the respondents
according to academic performance. It could be
observed that most of the respondents had an average
level in academic performance and had a hard time
performing well in their mathematics class. Several
studies have identified various factors that contribute
to students' poor math performance. Tudy (2014)
studied Filipino students and discovered that only
attitudes toward mathematics had a significant
influence on the student's academic performance.
Students who have a positive attitude toward the
subject perform better. As a result, developing a
positive attitude toward mathematics can help students
in the Philippines improve their math performance.
One factor affecting the academic performance of
learners is certainly their anxious attitude.
Math-self efficacy, math anxiety, motivation,
parental influences, effective teacher support, and
classroom instruction are some of these factors
(Vukovic et al., 2013). Teachers have the greatest
influence on students' perceptions of mathematics.
The habit is one of the factors that could also largely
influence students’ performance. If this is not given
attention by the persons concerned, its effect could
become more damaging to students’ performance
(Ebele & Olofu, 2017). Students need to possess good
study habits to excel in life because it is the study habits
of the students that aid in obtaining relevant and
applicable knowledge. Thus, the absence of these skills
would lead the students to poor performance in school
(Kaur & Pathania, 2015).
2. Assessed Mathematical Proficiency of
the Respondents
This part of the study determined the respondents’
assessed Mathematical proficiency in terms Conceptual
Understanding, Procedural Fluency, Strategic
Competence, Adaptive Reasoning, and Productive
Disposition. These are found on the succeeding tables
which reveal the computed mean and standard
deviation for each statement with its corresponding
interpretation.
2.1 Conceptual Understanding
Table 5 presents the respondents’ assessed mathematical
 proficiency in terms of conceptual understating. It reveals fluency. It reveals the computed mean and standard
the computed mean and standard deviation for each deviation for each statement with its corresponding
statement with its corresponding interpretation. interpretation.

Table 5. Mathematical Proficiency in Terms of Table 6. Mathematical Proficiency in Terms of

Conceptual Understanding Procedural Fluency
Standard Descriptive
Item Statements Mean
Deviation Interpretation Standard Descriptive
1. Organize knowledge 3.53 0.50 Highly Proficient Item Statements Mean
Deviation Interpretation
into a coherent whole which
enables me to learn new ideas. 1. Analyze
2. Give more exercises to similarities and
my students on a particular topic differences 3.58 0.49 Highly
for retention purposes. 3.56 0.50 Highly Proficient between methods Proficient
3. Use a method of of computing.
calculation which my students 2. Perform basic
find it easy to understand. computations
4. Verbalize connections 3.56 0.54 Highly Proficient
efficiently and
among concepts and
representations so that my accurately without 3.49 0.53 Moderately
students would appreciate the referring to tables Proficient
essence of the subject. of the other aids.
5. Link related concepts 3.48 0.54 Highly Proficient 3. Simplify mental
and methods in appropriate way arithmetic and
sand represent mathematical deal with numbers 3.53 0.53 Highly
situations in real life. in a more flexible Proficient
Moderately
way.
3.51 0.52 Proficient
4. Develop speed
Overall 3.53 0.52 Highly Proficient and accuracy in
The table shows that the respondents are generally calculating with 3.57 0.52 Highly
very knowledgeable about the majority of the items. large numbers by Proficient
hand.
The statements about giving more exercises to students
5. Use algorithms
on specific topics for retention and using a method of in performing Moderately
calculation that students find easy to understand, computations 3.41 0.57 Proficient
obtained the highest mean of 3.58. either mentally or
The least rated item, in contrast, obtained a in writing.
mean rating of 3.49, with respondents agreeing that Highly
Overall 3.51 0.56
they verbalize connections among concepts and Proficient
representations so that my students would appreciate This Table 6 shows that the respondents were generally
the essence of the subject. proficient on all items. Statement 1 which is about analyzing
Overall, the items obtained an overall mean of similarities and differences in computing methods and obtained
3.52 and a standard deviation of 0.52, indicating that the highest mean of 3.58. The lowest rated item obtained a mean
they were highly proficient. This means that the rating of 3.41, with respondents agreeing that they use algorithms
respondents were implementing strategies to help their to perform computations either mentally or in writing.
students learn new ideas by connecting them to what In summary, the items got a composite mean of 3.51 with
they already knew. In this way, they avoid common standard deviation of 0.56, which is considered as highly
errors and aid in retention. proficient. This indicates that the respondents make all possible
Watson and Mason's (2016) emphasize the attempts to carry out the procedures in a flexible, accurate,
role of pre-service teachers in deepening their efficient, and appropriate manner.
conceptual understanding of mathematics through Hill et al. (2013) study delves into the intricate realm of teachers'
engaging in inquiry-based activities and reflective pedagogical content knowledge, which encompasses their grasp
practices. By immersing themselves in inquiry of mathematical concepts and procedures as well as their ability
processes, pre-service teachers not only enhance their to effectively teach them. Although the study does not solely
own understanding but also develop pedagogical target pre-service teachers, its findings offer valuable insights into
insights into how to facilitate meaningful mathematical the broader context of procedural fluency development within the
learning experiences for their future students. Through framework of pedagogical content knowledge. By exploring
case studies, theoretical discussions, and practical how teachers' understanding of mathematical topics intersects
examples, the book provides valuable guidance for pre- with their instructional practices, the research sheds light on the
service teachers and educators interested in nuanced ways in which educators facilitate the acquisition of
incorporating inquiry-based approaches into procedural fluency among students. While pre-service teachers
mathematics education. may still be honing their pedagogical content knowledge, this
study provides a foundational understanding of the interplay
2.2 Procedural Fluency between content understanding and effective teaching strategies,
Table 6 presents the respondents’ assessed thus informing the development of procedural fluency among
mathematical proficiency in terms of procedural both pre-service and in-service mathematics teachers.
 emphasizing modern teaching approaches. Through
2.3 Strategic Competence problem-solving activities, collaborative discussions,
Table 7 presents the respondents’ assessed and reflective practices, the pre-service teacher engaged
mathematical proficiency in terms of Strategic in a dynamic process of skill acquisition and
Competence. It reveals the computed mean and refinement. The study sheds light on the interplay
standard deviation for each statement with its between classroom experiences and the development of
corresponding interpretation. strategic competence, illustrating the importance of
As shown in table 7, the highest mean was 3.59 with a active participation, peer interaction, and critical
standard deviation of 0.52, indicating that respondents reflection in pre-service teacher education. By
considered their experiences and practice in unpacking the intricacies of the teacher's learning
formulating problems as well as problem solving. This experiences, the study provides valuable insights into
implies that students learn by relating in real-life the complexities of mathematics teacher preparation
situations, so they have something to relate to when within contemporary educational contexts.
forming a problem.
The least rated item obtained a mean rating of 3.49 2.4 Adaptive Reasoning
from respondents who agreed that they generate a Table 8 presents the respondents’ assessed
mathematical representation of a problem that captures mathematical proficiency in terms of Adaptive
the core of mathematical elements. Thus, the items got Reasoning. It reveals the computed mean and standard
a composite mean of 3.53 with a standard deviation of deviation for each statement with its corresponding
0.51, indicating that they were highly proficient. This interpretation.
implies that the respondents can formulate, represent, Table 8 reveals that the mathematical
and solve mathematical problems. proficiency of the respondent in terms of adaptive
reasoning. Acquiring the highest mean of 3.62 with a
Table 7. Mathematical Proficiency in Terms of standard deviation of 0.49, the respondents show that
Strategic Competence they always provide sufficient reasons for proof and
Standard Descriptive allow students to justify their mathematical ideas.
Item Statements Mean
Deviation Interpretation
1. Figure out exactly Table 8. Mathematical Proficiency in Terms of
what the problem is
Adaptive Reasoning
all about and present 3.50 0.50 Moderately
clear and specific Proficient
solution.
2. Formulate
mathematical 3.53 0.50 Highly
problems, represent Proficient
them and solve
them.
3. Generate a
mathematical
representation of a 3.49 0.52 Moderately
problem that Proficient
captures the core of
mathematical
elements.
4. Use a variety of Highly
solution strategies 3.54 0.52 Proficient
which are useful in
solving a specific
problem.
5. Consider
experiences and 3.58 0.52 Highly
practice in Proficient
formulating problem
as well as problem
solving.
Highly
Overall 3.53 0.51
Proficient
The study by Clarke et al. (2012) delves into the
learning journey of a pre-service teacher within a
reform-oriented mathematics classroom. Published in
The Journal of Mathematical Behavior, the case study
scrutinizes how this teacher cultivated strategic
competence amidst a pedagogical environment
 Table 9 presents the respondents’ assessed
mathematical proficiency in terms of productive
disposition. It reveals the computed mean and standard
deviation for each statement with its corresponding
interpretation.

Table 9. Mathematical Proficiency in Terms of

Productive Disposition

Item Standard Descriptive

Mean
Statements Deviation Interpretation
1. Emphasize
to my students
The lowest result was 3.49 with the respondents that steady
showing that they apply valid reasoning by justifying effort in 3.50 0.57 Moderately Proficient
the conclusion through careful consideration of studying or
alternatives, also they use not only informal explanation learning
and justification, but also intuitive and inductive mathematics
reasoning. Generally, the items obtained a composite pays off.
2. Encourage
mean of 3.53 with a standard deviation of 0.53, which
my students to
was interpreted as highly proficient. This means that the see oneself as 3.62 0.51 Highly Proficient
respondents are capable of logical thought, reflection, an effective
explanation, and justification. learner and
In the Journal for Research in Mathematics doer of
Education in 2014, Jacobs et al. delved into the mathematics.
development of pre-service teachers' ability to 3. Inspire my
students to 3.64 0.49 Highly Proficient
professionally notice and interpret children's build strategic
mathematical thinking. While not explicitly centered on competence in
adaptive reasoning, the research provides valuable solving non-
insights into how pre-service teachers acquire the routine
crucial skill of observing and comprehending students' problems.
mathematical reasoning processes. Through in-depth 4. Give my
analysis of pre-service teachers' interactions with students
students' mathematical responses, the study sheds light challenging
mathematical 3.51 0.50 Highly Proficient
on their capacity to adapt instructional strategies based
problems to
on the diverse ways students approach mathematical solve and let
problems. By understanding and interpreting students' them realize
mathematical thinking, pre-service teachers can make the benefits of
informed decisions about how to best support and solving those
scaffold their learning experiences. problems.
5. Allow my
Similarly, Shaughnessy and Lannin (2017)
students to
investigated the nature and impact of adaptive view their 3.59 0.49 Highly Proficient
reasoning skills among pre-service secondary mathematical
mathematics teachers. By examining the cognitive ability as
processes and decision-making strategies employed by expandable to
pre-service teachers when confronted with diverse seek out
mathematical scenarios, the research sheds light on the challenging
nature of adaptive reasoning and its implications for situations and
teaching and learning. Through empirical analysis and learn from
them.
qualitative insights, valuable perspectives on the
Overall 3.57 0.51 Highly Proficient
development of adaptive reasoning skills among pre-
service teachers and their potential impact on
Table 9 shows that most items were highly proficient by
instructional practices in secondary mathematics
the respondents. The statement that emphasized building
classrooms were shared. Thus, while not directly
strategic competence in solving non-routine problems got the
addressing adaptive reasoning, both studies contribute
highest mean of 3.64. The least rated item obtained a mean
to the understanding of how pre-service teachers'
rating of 3.50, with respondents agreeing that they emphasize
cognitive abilities shape their teaching approaches and
to students that steady effort in studying or learning
instructional decision-making processes.
mathematics pays off. Overall, the items got a composite
mean of 3.57 with a standard deviation of 0.51, which was
2.5 Productive Disposition interpreted as highly proficient. This means that the
 respondents regard mathematics as sensible, helpful, and
beneficial, along with a belief in one's own accountability and
efficacy.
Liu and Qi (2018) reviewed the extensive body of research
concerning pre-service teachers' beliefs regarding
mathematics teaching and learning. Although the review does
not explicitly center on productive disposition, it delves into
the intricate relationship between pre-service teachers' beliefs
and their attitudes towards mathematics. By synthesizing
findings from various studies, the review showed the diverse
perspectives, assumptions, and values that pre-service teachers
bring to their mathematics education training. Understanding
these beliefs can provide valuable insights into how pre-
service teachers approach teaching mathematics and how their
attitudes towards the subject may influence their instructional
practices and interactions with students. While not directly
addressing productive disposition, this review shifts the
understanding of the broader factors shaping pre-service
teachers' engagement with mathematics education.
3. Relationship between the Respondents’ Profile
and their Mathematical Proficiency
Table 10 presents the relationship between the
respondents’ profile and their mathematical proficiency.
The correlation of the variable was tested using Chi-
square.
Table 10. Relationship between Profile and
Mathematical Proficiency
relationship exists between the respondents’
socioeconomic status and their self-assessed
mathematical proficiency.
The third and last variable correlated with self-
assessed mathematical proficiency is the respondent’s
general weighted average (GWA). The computed Chi-
square of 23.303 at the level of p<0.05 confirms that the
null hypothesis is rejecting. Confirming that there is a
significant relationship exists between the respondents’
General Weighted Average (GWA) and their self-
assessed mathematical proficiency. Statistically
speaking, this level of correlation is highly significant
and meaningful.
4. Suggested Proficiency Enhancement Activities for
Pre-service Mathematics Teachers
After revealing the respondents’ self-assessed
mathematical proficiency, the researchers suggest
proficiency enhancement activities for pre-service
mathematics teachers, presented in tabular form with
specific description.
Table 11. Proposed Activity-Based Proficiency
Enhancement Plan for Aspiring Mathematics
Educators

Computed Decision
Variables P Value Interpretation
2 (Ho)

Sex and 56.294 0.000 Reject Significant

Mathematica
l Proficiency

101.969 0.000 Reject Significant

Socioeconom
ic Status and
Mathematica
l Proficiency 23.303 0.001 Reject Significant

GWA and
Mathematica
l Proficiency

The table shows that the profile of the respondents in

terms of sex was correlated to their self-assessed
mathematical proficiency with the computed Chi-
Square value of 56.294 which is meaningful at the level
of p<0.05. This implies that the null hypothesis is
rejected, confirming that there is significant relationship
that exists between the respondents’ sex and self-
assessed mathematical proficiency.
The second variable, socioeconomic status is
correlated with the self-assessed mathematical
proficiency. The computed Chi-square is101.969 at the
level of p<0.05. This results to the rejection of the null
hypothesis, therefore, confirming that a significant
 Suggested
Proficiency
Description
Enhancement
5.CONCLSION Activities
Based on the above-mentioned findings of the study, Strengthen Pre-service teachers need a strong foundation in
Foundational mathematics to be effective teachers. They
the following conclusions are drawn.
Mathematics should have a deep understanding of mathematics
1. The majority of the respondents were female, Knowledge concepts, theories, and problem-solving
had an overall weighted average score that was strategies. To strengthen their foundational
very good, and belonged to a low-income knowledge, pre-service teachers can engage in
self-study, take refresher courses, and work with
group.
tutors or mentors.
2. Conceptual understanding, procedural fluency,
strategic competence, adaptive reasoning, and
Improve Pre-service teachers should develop their
productive disposition strands are all highly proficient. Pedagogical pedagogical knowledge and skills to effectively
3. The respondents’ personal variables are Knowledge and teach mathematics to their students. This can be
significantly related to their mathematical proficiency. Skills achieved through coursework, workshops, and
practical experience. Pre-service teachers should
4. To strengthen foundational mathematics
also be familiar with various teaching
knowledge, improve pedagogical knowledge and skills, methodologies, including hands-on activities,
build classroom management skills, gain teaching collaborative learning, and technology
experience, and engage in professional development are integration.
the suggested in the enhancement plan to assess the
mathematical proficiency of pre-service mathematics
Build Classroom
teachers. Management
Classroom management skills are crucial for pre-
service teachers to maintain a positive and
Skills
productive learning environment. They should
5. RECOMMENDATIONS learn strategies to manage student behavior,
create routines and procedures, and maintain
Considering the significant findings revealed and effective communication with parents and other
conclusions drawn in this study, the researchers stakeholders.
suggested the following recommendations.
1. Pre-service teachers may have a solid foundation
in the fundamental concepts of mathematics, including Gain Teaching Pre-service teachers should have practical
algebra, geometry, and calculus. Reviewing these topics Experience teaching experience to apply what they have
and practicing problems can help build a strong learned in their coursework. They can participate
in student teaching programs, shadow
mathematical base. experienced teachers, or work as teaching
2. Pre-service teachers may challenge themselves assistants.
and engage in Problem-Solving Activities because
problem-solving is an essential part of mathematics. Professional development is essential for pre-
This could involve working through textbooks, solving service teachers to stay current with new teaching
Engage in
puzzles, or participating in math competitions. methods, trends, and research in mathematics
Professional
3. Pre-service teachers may participate in Development education. Pre-service teachers can attend
Mathematics Communities like joining a mathematics conferences, join professional organizations, or
participate in online communities to continue
community, such as a math club or online forum, can
their professional growth.
provide pre-service teachers with access to a network of
like-minded individuals who are passionate about
mathematics. This can also be an opportunity to
collaborate on challenging problems and share ideas.
Likewise, the college may also initiate these activities 6. REFERENCES
for the pre-service teachers. 7. Bakker, A., Cai, J., and Zenger, L. (2021).
The university may provide platforms and activities in Future themes of mathematics education research: an
support of engaging in real-world application where international survey before and during the pandemic.
pre-service teachers can develop a deeper Educ. Stud. Math. 107, 1–24. doi: 10.1007/s10649-021-
understanding of mathematical concepts by applying 10049-w
them to real-world scenarios. This could involve 8. Corrêa, P. D., and Haslam, D. (2020).
incorporating examples from physics, engineering, or Mathematical proficiency as the basis for assessment: a
other STEM fields. literature review and its potentialities. Math. Teach.
Res. J. 12, 3–20
9. Crespo, S., and Sinclair, N. (2008). What
makes a problem mathematically interesting? Inviting
prospective teachers to pose better problems. J. Math.
Teach. Educ. 11, 395–415. doi: 10.1007/s10857-008-
9081-0
10. David Ginsburg. (2012). Procedural Fluency:
More Than Memorizing Math Facts.
https://www.edweek.org/teaching-learning/opinion-the-
new-digital-divide/2012/09

Acknowledgements
The researchers would like to extend their sincerest
appreciation and heartfelt gratitude to the valuable
persons who allotted their time and effort with utmost
support and encouragement in the preparation and
completion of this study. Recognition is therefore given
to the following:
Dr. Nora V. Marasigan, research adviser and
statistician, for her ceaseless supervision in and outside
the parameters of this endeavor and for her words that
permit us to view things in a broader perspective;
Dr. Richard M. Bañez, research instructor and
chairperson, to whom the researchers owe their
optimism and inspiration in accomplishing the study;
Dr. Mary Ann C. Abril and Mrs. Jenny Rose S. Aguila,
for providing significant ideas throughout the critique
and verifying the researcher-created questionnaire;
To parents, for their untiring support and understanding
which fueled up the researchers in crafting this research
paper;
The Dean and Secondary Education chairperson of
Batangas State University TNEU Rosario Campus for
their support in this endeavor;
The mathematics pre-service teachers of College of
Teacher Education, Batangas State University JPLPC-
Malvar and Rosario Campus, our heartfelt gratitude for
their important time and effort, cooperation, and
willingness to engage and for serving as the
respondents of the study;
Above all, to the Creator eyeing both the Heaven and
Earth who breathed every inch of this paper to reality
and who from the beginning has lit the researchers’
path until present;
The researchers would like to beg the indulgence of the
people whom they failed to acknowledge.