<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Judel V. Protacio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PREDICTORS OF CONCEPT FORMATION AND EDUCATIONAL CONTEXTUALIZATION COMPETENCIES IN GEOMETRY OF  PRE-SERVICE MATHEMATICS TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">contextualizing geometry education</style></keyword><keyword><style  face="normal" font="default" size="100%">integrative teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical communication</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematical reasoning</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1746640600.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">As an interdisciplinary and multicultural educational framework takes the centrality of the delivery of 21st-century education across all levels, this study attempts to address the competencies that prospective and neophyte teachers need to possess to effectively design contextualized education. Through stepwise multiple regression analysis, mathematical communication and mathematical reasoning skills were explored as potential predictors of both concept formation and educational contextualization abilities of 114 randomly selected pre-service mathematics teachers (PMTs) enrolled in their last term of teacher education training in eight Teacher Education Institutions (TEIs) in Panay Island of Western Visayas, Philippines. Results placed the PMTs at the initial stage of developing proficiency in all these competencies, implying learning gaps and skills development deficiencies. Analysis revealed that mathematical communication significantly predicted the concept formation performance, while concept formation ability was likewise a significant predictor of educational contextualization competence. Findings entail that prospective mathematics teachers who demonstrate effective mathematical communication skills also embody profound sense-making and knowledge formation abilities, which in turn contribute to their capability in designing contextualized mathematics education. In enabling policies on curricular directions among TEIs, the study findings offer vantage perspectives towards integrative teaching approaches that curriculum planners and educators may introduce in teacher education training of PMTs.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">218-236</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vicente   Carrasco-Embuena</style></author><author><style face="normal" font="default" size="100%">Maria   Hernández-Amorós</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concept comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic training</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006015.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-18</style></section></record></records></xml>