CMU Journal of Science Vol. 19 (2015) 16-25 Coherence of Pre-service T eachers’ Conceptions of Mathematics and Its Teaching Denis A. Tan 1 , Raul C. Orongan 2 , and Daisy A. Guayan 3 1 Faculty, College of Education, Central Mindanao University, Musuan, Maramag, Bukidnon, Philippines (denistan@cmu.edu.ph) 2 Dean, College of Education, Central Mindanao University, Musuan, Maramag, Bukidnon, Philippines (ralmz@yahoo.com) 3 Research Assistant, College of Education, Central Mindanao University, Musuan, Maramag, Bukidnon, Philippines (daisyguayan@yahoo.com) ABSTRACT This study aimed to determine the pre-service teachers’ conception of the nature of Mathematics as a subject and their instructional practices. It employed observation of classes and interview. Results revealed that participants had different conceptions of the nature of Mathematics and its teaching. Most participants view mathematics as problem- solving but tend to present the subject using traditional lecture method. Others also used lecture-discussion, group activity, and peer tutoring on a specific topic for the day but of limited occurrence. Some participants claimed that Mathematics and its teaching is enjoyable and challenging yet, in their classes, these were not manifested. Propositional and procedural knowledge of student-teachers were found to have a significant contribution to their classroom practices. Participants’ views and instructional practices were found to be inconsistent. Keywords: Pre-service teachers, Mathematics Teaching, Conception