From Mathematics Achievement to Inclusive Mathematics Teacher Readiness: Developing an Evidence-Based Framework for Pre-service Mathematics Teachers

Abstract

Preparing pre-service mathematics teachers for inclusive classrooms requires both mathematical competence and pedagogical readiness. This study examined mathematics achievement as an indicator of inclusive mathematics teacher readiness and developed an evidence-based Inclusive Mathematics Teacher Readiness Framework (IMTRF). An explanatory sequential mixed-methods design was employed involving 161 pre-service mathematics teachers from nine Teacher Education Institutions in the Philippines. Quantitative data were collected using a researcher-developed Mathematics Achievement Test (MAT), while qualitative data were obtained through open-ended questionnaires from 27 purposively selected participants. Descriptive statistics, thematic analysis, and triangulation were used to integrate the findings. Results revealed satisfactory mathematics achievement, with strengths in Numbers and Number Sense and Patterns and Algebra, but learning gaps in Measurement, Geometry, Statistics and Probability, and higher-order problem-solving. Four themes influencing teacher readiness emerged: personal learning factors, quality of teacher preparation, challenges in learning mathematics, and recommendations for strengthening teacher education. Based on these findings, the Inclusive Mathematics Teacher Readiness Framework (IMTRF) was developed, positioning mathematics achievement as a diagnostic indicator for identifying competency needs and guiding targeted interventions. The framework provides teacher education institutions with an evidence-based approach for preparing competent, reflective, and inclusive mathematics teachers capable of addressing diverse learner needs.