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This study’s participants consisted of 31 master students in a university. Open-ended interviews were used to collect data to investigate the challenges they face in their conceptual teaching training. The method of data processing is as follows: first, the interview audio is transcribed to textual data. Then, the text data is analyzed and encoded. Finally, the detailed table is generated through Excel. It was found that the problems existing in the conceptual teaching training of pre-service mathematics teachers were related to their mathematical knowledge reserve, teaching and external conditions. It was found that specific challenges they face included: 1.a poor grasp of the system of mathematical concepts; 2. difficulties in explanation the relationship and application of concepts; 3. problems in the use of teaching language; 4. difficulties in integrating technology and teaching; 5. lack of understanding of the learning situation; 6.choice of methods, selection and organization of materials; 7. problems in introducing concepts; 8.lack of professional teacher guidance. Based on the findings, it is suggested that:1. Pre-service mathematics teachers need to work hard to learn mathematical concepts and gain a deeper understanding of the conceptual network system; 2. In the training process of conceptual teaching, pre-service mathematics teachers should ensure the accuracy of the teaching language and avoid over-emphasis the abstract definition language of concepts, and endeavor to learn relevant knowledge of technology and try to integrate it with the conceptual teaching; 3. Through the knowledge of psychology, the externship and mathematics exercises in senior high school, etc. to understand the learning situation and analyze the test points; 4. In the specific process of concept teaching, pre-service teachers can select materials from the history of mathematics and real life that can be linked to the concepts, and introduce concepts from examples, activities and relationships between concepts; 5. Colleges and universities should be equipped with professional teachers to provide guidance for pre-service teachers, increase the investment in micro classrooms and improve the efficiency of their use.
Teng et al. (Thu,) studied this question.