The Socio-analytical Dimension of Mathematics as an Imperative: Mathematical Proficiency, Critical Citizenship, and Translanguaging in the Design of a Pre-Service Mathematics Teacher Education Course

Final Defense

The Socio-analytical Dimension of Mathematics as an Imperative: Mathematical Proficiency, Critical Citizenship, and Translanguaging in the Design of a Pre-Service Mathematics Teacher Education Course

by Art Walden A. Dejoras
PhD Mathematics Education Candidate

Date: Tuesday, 12 August 2025
Time: 5:30 - 7:30 pm
Venue: SECA 321 (MJR Room)

Advisers:
Catherine P. Vistro-Yu, EdD
Ateneo de Manila University

Panelists:
Romina S. Ann Yap, PhD (Critic Reader)
Ateneo de Manila University

Debbie Marie B. Verzosa, PhD (Critic Reader)
University of Southern Mindanao

Jude C. Buot, PhD
Ateneo de Manila University

Angela Fatima H. Guzon, PhD
Ateneo de Manila University

Arindam Bose, PhD
Tata Institute of Fundamental Research, India
 

The present study examined the interrelationship of three constructs in the design of a pre-service course that emphasizes the socio-analytical dimension of mathematics where pre-service secondary mathemat- ics teachers (PSMTs) addressed social-order-related issues using appropriate mathematical tools. Drawing on Skovsmose’s critical mathematics education and critical citizenship, Kilpatrick et al.’s mathematics pro- ficiency, and Wei Li’s translanguaging conceptualization, the online ethnographic practitioner research (OEPR) design was used employing both quantitative and qualitative methods.

Validated by experts, the researcher-made mathematics proficiency test (MPT) which covers three strands–procedural fluency, conceptual understanding, and strategic competence–and critical citizenship test (CCT) were used to determine the effects of an eight-week researcher-designed Socio-Analytical Math- ematics Course. Cronbach alpha of 0.76 for the MPT indicated an acceptable internal consistency. Results of the paired samples t-test indicated a significant increase in the PSMTs’ MPT scores from pre-test to post- test scores. However, one-way ANOVA found no significant differences in PSMTs’ performance in the three stands. A Wilcoxon signed-rank test demonstrated a significant improvement in PSMTs’ CCT post-test scores. Using multiple data sources, PSMTs’ communications related to the three constructs were exam- ined using qualitative content analysis (QCA), while the challenges they experienced during the course were explored through thematic analysis. The study showed the mediating role of PSMTs’ translanguaging practices in communicating mathematics proficiency and critical citizenship.

The study recommends optimizing the affordances of PSMTs’ translanguaging practices in strengthening these constructs. More importantly, a reconceptualization of the Philippine mathematics teacher educa- tion program that highlights the interrelationship among the three constructs is proposed.

Key Words:critical citizenship, critical mathematics education, mathematics proficiency, pre-service sec- ondary mathematics teachers, translanguaging practices