This study examines the integration of the Developmentally Appropriate Practice (DAP) educational framework with ideological and political education within the teaching skills development curriculum for pre-service Mathematics teachers. A comprehensive literature review is conducted to establish the theoretical foundations of both DAP and ideological and politic education. An action research methodology is subsequently employed to apply the integrated approach in authentic instructional contexts. Data are collected through a combination of surveys, evaluations of teaching outcomes, and student self- and peer-assessments, all designed to assess the efficacy of the integration. The implementation emphasizes the identification of meaningful connections between ideological and politic elements and DAP principles in Mathematics instruction, the design of DAP-informed lesson plans that incorporate ideological content, and the reinforcement of integration through simulated teaching experiences and structured reflection. Results demonstrate that this integrative strategy has significantly improved participants’ pedagogical abilities and ideological literacy, thereby providing actionable insights for enhancing teacher preparation programs in Mathematics education.

Wang Xiaoshuang, Wang Meng. The Practice of Integrating the DAP Educational Concept and Ideological and Politic Education into the Teaching Skills Training System of the Mathematics Teacher Education Program. Frontiers in Educational Research (2025), Vol. 8, Issue 11: 8-16. https://doi.org/10.25236/FER.2025.081102.

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