Pedagogical Approaches to the Learning of Mathematical Concepts at the PreTertiary Level

Abstract

This study examined pedagogical approaches to the learning of mathematical concepts at the pretertiary level with the aim of identifying effective instructional strategies, challenges affecting
mathematics teaching and learning, and possible measures for improving students’ conceptual
understanding and academic achievement. The study adopted a systematic literature review design
using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)
framework to identify, screen, and synthesize relevant empirical and theoretical studies published
between 2018 and 2026. Relevant literature was retrieved from databases including Scopus,
Google Scholar, and ERIC. The review revealed that learner-centered pedagogical approaches
such as constructivist teaching, problem-based learning, inquiry-based learning, collaborative
learning, Realistic Mathematics Education, ethnomathematics, and technology-integrated
instruction significantly improve students’ understanding of mathematical concepts, critical
thinking, problem-solving skills, and classroom engagement. Six research questions guided this
study, and findings showed that technology-supported instruction enhances learners’ visualization
and motivation in mathematics learning. However, challenges such as inadequate teacher
preparation, poor technological infrastructure, rigid curricula, insufficient instructional materials,
and mathematics anxiety continue to hinder effective implementation of innovative pedagogical
practices. The study concluded that effective mathematics learning at the pre-tertiary level depends
largely on the adoption of learner-centered pedagogies, teachers’ pedagogical content knowledge,
supportive learning environments, and curriculum reforms that emphasize conceptual
understanding and real-life application of mathematical knowledge. The study recommended
continuous professional development for teachers, increased technological investment, curriculum
restructuring, and the promotion of inclusive and culturally responsive instructional practices to
improve mathematics education outcomes.