Keywords:
case study approach
education students
geometric proofs
thematic analysis

  • Abstract

    Teaching and learning mathematics, particularly in geometry, has been viewed as one of the most difficult to deal with due to its complexity. In this paper, initial identified concerns linked to unwillingness and frustration among mathematics teacher-interns in geometric proofs instruction. The author explored the mathematics teacher-interns recent experiences in teaching geometric proofs and how their past experiences as students influenced their learning of geometry. Case study approach was employed to determine the distinctive patterns from past and recent experiences of ten (10) mathematics teacher-interns that belong to 22-26 age group with four males and six females. Data were acquired through in-depth interviews and examined thematically. The results showed that particular experiences were highlighted by the mathematics teacher-interns that make them hesitant when instructing geometric proof. Their recent experiences are linked to their inability to teach geometry effectively due to lack of fundamental conceptual knowledge, apprehension and lack of confidence. They also understand that their current circumstances in teaching geometric proofs are outcomes of their cognitive issue, persistent emotion, and instructional gaps from previous experiences. If not addressed, both the current and future learners as well as the mathematics educators may experience the same by these recognized significant issues. Accordingly, to help enhance and mitigate the experiences among mathematics teacher-interns, educational institutions may undertake skill enhancement program that emphasize subject matter mastery, effective teaching strategies, and team coaching initiative to enhance confidence and reduce anxiety carried out by higher education experts. Additionally, future scholars may contemplate conducting a large-scale investigation of the same topic to examine developing trends in this field due to sample size of the current study is very small that perhaps limits the generalizability of the findings.

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Mercado, H. A. (2025). The role of mathematics teacher-interns past learning experiences in teaching geometric proofs. Multidisciplinary Reviews, 9(5), 2026244. https://doi.org/10.31893/multirev.2026244
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