The focus of this action research was to adapt Bruner’s 3-tier theory to enhance conceptual knowledge of teacher trainees on integer operations. It looks into how learners' conceptual knowledge of integer operations changes over time, as well as their attitudes toward using the 3-tier model. Eighty-two (82) teacher trainees, who were in their first year semester one of the 2020/2021 academic year were purposely selected for the study. Data was collected using test and semi-structured interviews. The study found that using Bruner’s 3-tier theory contributed to substantial gains in conceptual knowledge on integers operations among learners.  It was also found that learners proffered positive compliments about the Concrete-Iconic-Symbolic (C-I-S) construct of lesson presentation and how it built their understanding to apply knowledge on integers operations. Learners also largely proffered positive image about C-I-S construct as it aroused interest and activated unmotivated learners. On these bases, the study concludes that lessons presentations should mirror C-I-S construct in order to alleviate learning difficulties encountered on integer operations. To do this, the study suggests that workshops on lesson presentation using C-I-S construct be organized for both subject tutors, mentors and lead mentors to re-equip their knowledge and to buy-in the idea among others.

This study investigates an integrative instructional model combining Concrete-Pictorial-Abstract (CPA), Task Analysis (TA), and the 3R strategies (relaxation, repetition, and routine) in teaching mathematics to students with learning disabilities (LD). LD is a neurological disorder that affects the capacity to acquire skills in reading, writing, and mathematics, presenting persistent challenges that traditional teaching approaches may not fully address. Through an ethnographic approach involving participatory observation of a teacher and three LD students over a semester, this study examines how the CPA model—progressing from concrete objects to pictorial aids and then to abstract concepts—can be customised to individual needs. Findings highlight that CPA is most effective when adapted to the diverse learning styles of LD students. While one student thrives with tactile tools to reinforce understanding, another becomes distracted, viewing the concrete aids as play items, and a third displays a preference for abstract reasoning without needing pictorial or tangible support. The TA framework, used to deconstruct complex tasks, enables students to engage in incremental learning steps, while the 3R approach helps foster a supportive learning environment by incorporating relaxation, routine, and reinforcement of concepts. By accommodating individual learning preferences, teachers can support diverse cognitive processes and promote meaningful progress in mathematical understanding. The study calls for educators to move beyond conventional one-size-fits-all strategies, advocating for personalised and adaptive approaches that can better meet the unique needs of LD students in mathematics education.

Spatial ability is a fundamental component in geometry learning and a critical skill for prospective mathematics teachers. However, traditional instructional methods often fall short in fostering students’ spatial reasoning, especially in higher education contexts. This study aimed to investigate the effect of an instructional model integrating Project-Based Learning (PjBL) with ethnomathematics on the spatial ability of pre-service mathematics teachers. Employing a quasi-experimental one-group pretest–posttest design, the study involved 30 participants who received geometry instruction through PjBL with cultural integration. The findings revealed a substantial improvement in students’ spatial ability, indicating that the intervention was both effective and meaningful. The integration of culturally grounded projects enhanced students’ visualization, mental rotation, and engagement. These results support the use of ethnomathematics-based PjBL as an innovative and contextually relevant approach to improving spatial reasoning in mathematics teacher education. Future research is recommended to investigate the long-term effects and adaptability of this model in various educational settings.