Lived Experiences of Mathematics Teachers on Values Integration
DOI:
https://doi.org/10.5281/zenodo.24155222Keywords:
values integration, mathematics teachers, lived experiences, character education, phenomenology, Math COREAbstract
Values integration is expected across all learning areas in Philippine basic education, yet Mathematics teachers receive little structured guidance in integrating values into lessons that are often perceived as purely cognitive or technical. Grounded in Husserl’s phenomenology and supported by Kolb’s Experiential Learning Theory, this study explored how Mathematics teachers perceived, implemented, and reflected on values integration in Mathematics instruction. A qualitative descriptive-phenomenological design was used with 18 purposively selected secondary Mathematics teachers from a public school in Quezon Province, Philippines. Data were gathered in February 2026 through semi-structured individual interviews with six teachers and two focus group discussions with the remaining 12, transcribed verbatim, and analyzed using Braun and Clarke’s six-step thematic analysis with the support of NVivo 14; three specialist informants validated the emerging themes. Teachers perceived values integration as a vital and intentional part of effective instruction that promotes both cognitive growth and character formation. Their approaches were shaped by formative educational backgrounds, mentorship, teaching philosophies, and responsiveness to learners. They connected mathematical concepts to real-life situations, particularly financial and everyday decisions, to cultivate discipline, responsibility, perseverance, respect, and critical thinking, using contextualized examples, collaborative learning, reflective questioning, inquiry-based tasks, and structured classroom routines. Challenges included time constraints and curriculum demands, learner readiness and diversity, topic-related difficulties, and limited professional development, which teachers addressed through adaptive instruction, inclusive practices, value modeling, and supportive teacher–student relationships. Values integration also fostered teachers’ professional growth and improved learners’ behavior, participation, and character. The study concludes that values integration in Mathematics is a transformative but largely individually sustained practice that requires structured pedagogical and professional support. A Math CORE (Character-Oriented Reflective Education) program brief was proposed to guide schools and division offices in strengthening values integration practices.
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