Adaptive and Supportive Resilience: Pre-Service Mathematics Teachers’ Strategies for Managing Geometric Proof Challenges

This narrative inquiry study explored the challenges encountered by pre-service mathematics teachers in geometric proofs, their resilience strategies, and the impact of these strategies. Eight participants were purposefully selected to share their stories through semi-structured interviews. Data were analyzed using systematic thematic analysis. Trustworthiness of findings was established through credibility, transferability, dependability, and confirmability. Identified challenges included cognitive, conceptual, pandemic-driven, instructional strategies, and personal barriers. Resilience strategies encompassed self-driven growth and motivation, integrated support network, and effective learning and teaching strategies. These strategies led to individual growth and learning and resilience-driven teaching. Findings suggest that difficulties in geometric proofs are widespread among pre-service mathematics teachers, aggravated by the COVID-19 pandemic. Adaptive and supportive resilience were crucial to overcoming challenges. Comprehensive support is needed to strengthen the resilience among these teachers. Future research should explore whether pre-service teachers are adequately equipped to teach geometric proofs and examine their teaching practice experiences.