Exploring Teachers' Experiences in Implementing Concept-Based Mathematics Teaching at the College Level

Resumo

The transformation of mathematics education from procedural to conceptual approaches has become a central concern in higher education worldwide, as educators increasingly recognize the limitations of rote learning in fostering deep understanding and transferable skills. In Pakistan, particularly in public-sector colleges, mathematics instruction continues to be largely dominated by algorithmic procedures, memorization of formulas, and examination-driven practices. This study explores teachers’ lived experiences in implementing concept-based mathematics teaching (CBMT) specifically in public colleges of Pakistan. Using a qualitative phenomenological research design, data were collected from eight mathematics teachers and 12 students enrolled in public-sector colleges through semi-structured interviews, classroom observations, and informal discussions. The findings reveal that while teachers demonstrate a strong awareness of the pedagogical value of CBMT in enhancing students’ conceptual understanding, critical thinking, and engagement with mathematical ideas, they face significant institutional and contextual challenges. These challenges include rigid and content-heavy curricula prescribed by examination boards, limited pedagogical autonomy, lack of formal professional training in concept-based instructional methods, overcrowded classrooms, and an assessment system that prioritizes procedural accuracy over conceptual reasoning. Furthermore, students initially exhibit resistance to conceptual approaches due to prior exposure to rote-based learning; however, their engagement and understanding gradually improve over time. The study also highlights the adaptive strategies teachers employ, such as real-life examples, guided discussions, and visual representations, to bridge the gap between procedural knowledge and conceptual understanding in constrained environments. Ethical considerations were strictly maintained throughout the study, including informed consent, confidentiality, and anonymization of participants, who are referred to as Teacher A, Teacher B, Student A, Student B, and so forth. The study underscores the urgent need for curriculum reform, targeted professional development programs, and systemic institutional support to enable the effective implementation of concept-based mathematics teaching in public colleges of Pakistan.

Dados da obra

Tipo

Artigo

Periódico

Research Journal for Social Affairs, v. 4, n. 2, p. 219-224

Ano

2026 (2026-02-24)

Palavras-chave

conceptual understanding; rote learning; Pakistan; curriculum reform; teacher professional development; evaluation system; teacher adaptation strategies; institutional barriers

Temas

Avaliação, Currículo, Formação de Professores de Matemática

DOI

10.71317/rjsa.004.02.0816

ISSN

3006-5232, 3006-5240

Licença

cc-by

Acesso

Download disponível

Fontes

OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026