Pre-Service Mathematics Teachers’ Preparedness in Incorporating Digital Math Tools

The integration of technology in mathematics education has become essential in preparing future teachers to foster higher-order thinking skills. However, little is known about the readiness of pre-service mathematics teachers to effectively employ digital tools in classroom practice. This study examined the preparedness of pre-service teachers to integrate three types of digital mathematics tools: open math tasks, rich math tasks, and simulation tools. Using a descriptive–correlational design, data were collected from 88 respondents at Batangas State University through a validated researcher-designed questionnaire. Findings revealed that participants were moderately prepared overall, with the highest preparedness in rich math tasks and the lowest in simulation tools. Preparedness significantly varied by year level and socioeconomic status, while sex showed no significant association. These results underscore the need for targeted training on simulation-based instruction and equitable access to digital resources. The study contributes to the literature on digital readiness in Philippine teacher education and offers evidence-based insights to inform curriculum design and policy initiatives aimed at strengthening technology integration in mathematics teaching.