Developing Prospective Teachers’ Methodological Competency-Based Cognitive Level By Ensuring Cross-Topic Coherence In The Process Of Teaching Mathematics In Primary Education

Abstract

Primary mathematics learning becomes durable when pupils recognize how ideas connect across topics such as number, measurement, geometry, and early algebra. However, in many classrooms and in teacher preparation, mathematical content is still taught as a sequence of isolated units, which encourages short-term procedures rather than conceptual structures. This article argues that cross-topic coherence—the deliberate alignment of concepts, representations, tasks, and assessments across themes—can serve as a powerful mechanism for developing prospective teachers’ methodological competence at a competency-based cognitive level. Using a design-based methodological approach, the study synthesizes research on pedagogical content knowledge, mathematical knowledge for teaching, and curriculum coherence to construct a practical framework for teacher education. The proposed framework operationalizes coherence through curriculum mapping, “concept bridges” between topics, representational consistency, and coherence-oriented formative assessment. Results are presented as a structured model describing how coherence work (planning, teaching moves, diagnostic assessment, and reflection) supports prospective teachers in moving from reproductive lesson planning toward analytic and design-oriented instructional decision-making. The discussion explains why coherence is not an “extra” but a core methodological competence that strengthens conceptual understanding, cognitive demand, and students’ mathematical proficiency. Implications are offered for coursework, microteaching, and practicum supervision in primary teacher education.