A Technology-Enhanced Instructional Design Framework for Demo-Lecture Preparation in Mathematics Education: An Exploratory Study

This exploratory study investigated the development and classroom use of digital instructional materials for Calculus 1 with Analytic Geometry in demo-lecture preparation among pre-service mathematics teachers. Guided by the ADDIE instructional design model and Gagné's Nine Events of Instruction, the study adopted a design-based approach to create and evaluate technology-enhanced teaching resources. Data were gathered through questionnaires, interviews, and classroom observations involving eleven mathematics majors from one private university. Results showed generally positive ratings across content, format, organization, and accuracy, with visual clarity emerging as a notable strength. Classroom implementation suggested that the materials supported lesson sequencing, visualization of abstract concepts, and teaching confidence during demo-lectures. However, the findings should be interpreted cautiously because the study used a small single-institution sample, did not include a comparison condition, and did not conduct a delayed follow-up assessment. The study therefore offers a preliminary instructional design workflow that may inform future, broader validation in mathematics teacher education.