Pre-service Mathematics Teachers’ Perceptions Regarding Methodologies for Enhancing Cognitive Competencies and Use of Educational Resources
DOI:
https://doi.org/10.23947/2334-8496-2026-14-2-247-262Keywords:
Cognitive activity, cognitive awareness, cognitive flexibility, mathematical thinking, pre-service mathematics teachersAbstract
The aim of this study is to explore pre-service teachers’ perceptions regarding methodologies for enhancing the cognitive activities of future mathematics teachers through the use of educational resources. The study was designed within the framework of mixed research methodology integrating both quantitative and qualitative approaches. The participant group consisted of 80 pre-service mathematics teachers enrolled at various universities in Almaty, Kazakhstan. Data were collected through a semi-structured interview form developed by the researchers, which included both closed-ended items to capture participants’ self-reported cognitive awareness, cognitive flexibility, and mathematical thinking levels, and open-ended questions to explore their perceptions and experiences. The findings indicate that the cognitive awareness levels of the participating pre-service mathematics teachers are at a moderate level. Similarly, their levels of cognitive flexibility were found to be moderate. In contrast, the participants demonstrated a high level of mathematical thinking. Despite this strength, the majority of participants reported that they perceive themselves as only partially competent in terms of utilizing methodologies aimed at improving their cognitive activities through educational resources. Based on these findings, it is concluded that there is a need for systematic improvement in teacher education programs. In particular, curricula in faculties of education should be revised and restructured to better integrate methodologies that support the development of cognitive activity through effective use of educational resources.
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Copyright (c) 2026 Adilet Meirambek
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Accepted 2026-07-03
Published 2026-09-03
