Abstract

The study aimed to ascertain the motivations behind code-switching among pre-service mathematics teachers, along with frequency of the languages utilized during class discussions. Employing a mixed-methods approach, the study utilized Focus Group Discussions to explore the rationales for code-switching while quantitatively analyzing the frequency of code-switching instances. Findings indicated that English predominated as the language of class discussions, with transitions typically occurring from English to Filipino. Interviews revealed that pre-service mathematics teachers employed code-switching to help students struggling with complex English, facilitating better comprehension of mathematical concepts. Pre-service mathematics teachers build stronger relationships with their students by creating an engaging learning environment that captures their interest and attention. This also increases the effectiveness of teaching, leading to more meaningful experience.