Pre-service Mathematics Teachers’ Insights on the Philosophy of Social Constructivism and Democracy in Mathematics Education

This study explores the application of the philosophy of social constructivism and the principles of democracy in mathematics education among students as pre-service mathematics teachers. Involving 134 third-year students from Universitas Negeri Makassar, the research employs both quantitative and qualitative methods to analyze the understanding and implementation of these principles. The results reveal that 89.55% of students comprehend the concept of social constructivism, although its application remains limited, particularly in theoretical courses. A moderate correlation was found between gender and teaching experience with the understanding of social constructivism, while its implementation was not significantly influenced by demographic factors. The main barriers identified include student inactivity, resource limitations, and classroom management challenges. Indepth interviews with 15 students revealed that teaching experience enhances the ability to lead discussions and apply democratic principles in the classroom. This study highlights the importance of classroom management training and collaborative strategies to improve the effectiveness of social constructivism- and democracy-based learning.