Counting the Hardships: Lived Experiences of Mathematics Teachers in Mangan Elementary School
DOI:
https://doi.org/10.5281/zenodo.20646851Keywords:
Mathematics Education, Teaching Challenges, Elementary School, Mathematics Instruction, HardshipsAbstract
This study investigated the hardships of elementary Mathematics teachers at Mangan Elementary School. Understanding the hardships that teachers face is important because it can help improve the quality of Mathematics instruction, strengthen teacher support systems, and enhance both teacher and student learning outcomes. The study focused on the difficulties encountered by elementary Mathematics teachers, the ways they used to overcome these hardships, and the support they needed to teach Mathematics more effectively. By examining these experiences, the study aimed to identify ways to improve the teaching and learning of Mathematics and create a more supportive learning environment for teachers and students. The study used a qualitative approach, specifically a phenomenological research design, to gain a deeper understanding of teachers’ experiences in teaching elementary Mathematics. Data were collected through face-to-face interviews with seven elementary Mathematics teachers at Mangan Elementary School. An interview guide containing open-ended questions was used to facilitate the interviews and gather detailed information about the participants’ experiences. The responses were analyzed using thematic analysis to identify recurring themes and patterns related to their experiences. The findings revealed that elementary Mathematics teachers faced several hardships, including a lack of instructional resources and learning materials and learners’ weak foundation in basic mathematical skills. Despite these hardships, teachers demonstrated resilience, creativity, and adaptability in their teaching practices. They utilized various instructional approaches, including interactive and enjoyable learning activities and remedial and individualized instruction, to make Mathematics lessons more engaging and understandable for their students. The study concludes that although elementary Mathematics teachers encounter significant obstacles in their teaching practice, they continue to find effective ways to support pupils’ learning. The findings highlight the need for better instructional resources, relevant professional development opportunities, and stronger institutional support to improve Mathematics instruction, enhance teacher performance, and promote better student achievement.
Downloads
References
Abregana, E. S., Sabacajan, B. T., Morados, A. N., & Nahial, W. L. (2025). Challenges encountered in teaching four basic operations in mathematics and academic performance among pupils. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 554–563. https://doi.org/10.11594/ijmaber.06.02.11
Aguhayon, H., Tingson, R., & Pentang, J. (2023). Addressing students’ learning gaps in mathematics through differentiated instruction. International Journal of Educational Management and Development Studies, 4(1), 69–87. https://doi.org/10.53378/352967
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentín, G. (2020). Academic achievement and peer tutoring in mathematics: A comparison between primary and secondary education. Journal of Educational Effectiveness, 13(4), 601–624. https://doi.org/10.1177/2158244020929295
Alonzo, J. P. (2025). Administrative workload and its impact on instructional performance among elementary teachers. Philippine Journal of Educational Management, 12(1), 45–60.
Balaan, K. (2025). Teaching mathematics under the MATATAG curriculum: Challenges and strategies in the Philippine setting. Divine Word International Journal of Management and Humanities, 4(4), 2319–2337. https://doi.org/10.62025/dwijmh.v4i4.219
Balingway, R., & Felix, F. (2025). Effectiveness of contextualized worksheet in improving mathematics performance of Grade IV learners. Asia-Pacific Journal of Advanced Research and Innovation, 1(1), 8–14.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30. https://doi.org/10.1186/s41239-019-0176-8
Bontogon, E. B. (2023). Perception and challenges encountered by teachers in teaching mathematics. AIDE Interdisciplinary Research Journal, 3(1), 323–337. https://doi.org/10.56648/aide-irj.v3i1.72
Bugwak, E. (2021). Travails of out-of-field teachers: A qualitative inquiry. Journal of World Englishes and Educational Practices, 3(2), 36–57. https://doi.org/10.32996/jweep.2021.3.2.4
Cruz, M. L. (2024). Instructional pacing and numeracy gaps among elementary learners in Philippine public schools. Journal of Philippine Basic Education Research, 8(2), 112–125.
Cruz, R. A., & Dizon, P. T. (2023). Managing mixed-ability classrooms in elementary mathematics instruction. Philippine Journal of Classroom Pedagogy, 5(1), 33–48.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
De Guzman, L. S. (2025). Teacher adaptability in resource-constrained mathematics classrooms. International Journal of Educational Innovation, 9(1), 77–89.
Dela Peña, J. R. (2024). Curriculum alignment challenges among elementary mathematics teachers. Asian Journal of Curriculum Studies, 6(2), 90–104.
Delos Reyes, A. M. (2024). Resource limitations in public elementary schools: Implications for teaching quality. Philippine Journal of Education and Development, 11(3), 58–72.
Edquilag, G., Evardo, O. J., & Abina, I. L. (2023). Zooming into the lived experiences of mathematics teachers in the implementation of the Claim-Evidence-Reasoning (CER) approach. American Journal of Interdisciplinary Research and Innovation, 2(3), 22–31. https://doi.org/10.54536/ajiri.v2i3.1815
Flores, R. J. (2025). Addressing learner diversity in elementary mathematics classrooms. Journal of Inclusive Education Studies, 4(1), 101–115.
Friolo, R. V., & Mutya, R. C. (2022). Mathematics teachers’ perception on modular distance learning: A phenomenological study. International Journal of Multidisciplinary: Applied Business and Education Research, 3(9), 1634–1646. https://doi.org/10.11594/ijmaber.03.09.01
Garcia, L. M., & Ramos, J. D. (2023). Instructional material accessibility among public elementary teachers in the Philippines. Philippine Journal of Teacher Education, 10(2), 41–55.
Guijarmo, A. C. (2022). Barriers in teaching-learning mathematics in rural senior high schools: Bases for instructional improvement plan (Doctoral dissertation, West Visayas State University). WVSU Institutional Repository and Electronic Dissertations and Theses PLUS. https://hdl.handle.net/20.500.14353/572
Herrera, C. A., & Manalo, P. S. (2023). Workload and non-teaching tasks of elementary school teachers in the Philippines. Asian Education Research Journal, 7(1), 66–80.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & others. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68, 1875–1901.
Icuspit, M. J. (2025). Uncovering the multifaceted challenges and practical strategies in teaching elementary mathematics. Divine Word International Journal of Management and Humanities (DWIJMH) (ISSN: 2980-4817), 4(3). https://doi.org/10.62025/dwijmh.v4i3.173
Ingersoll, R. M., Merrill, E., Stuckey, D., & Collins, G. (2021). Seven trends: The transformation of the teaching force (Updated January 2021). Consortium for Policy Research in Education, University of Pennsylvania Graduate School of Education. https://repository.upenn.edu/cpre_researchreports/
Jamon, B. E. V., Namoco, R. A., & Boholano, H. B. (2021). Numeracy difficulties among Filipino learners and implications for mathematics instruction. International Journal of Learning, Teaching and Educational Research, 20(6), 240–257. https://www.ijlter.net/index.php/ijlter/article/view/93
Lasalita, R. E. (2026). Voices from the classroom: A phenomenological study on the instructional practices of senior high school mathematics teachers. International Journal of Research and Innovation in Social Science, 10(26), 1371–1379. https://doi.org/10.47772/IJRISS.2026.1026EDU0119
Lim, J. P., & Cruz, M. T. (2025). Curriculum revisions and teacher adaptation in Philippine basic education. Journal of Educational Change Studies, 3(2), 88–102.
Ling, A. N. B., & Mahmud, M. S. (2023). Challenges of teachers when teaching sentence-based mathematics problem-solving skills. Frontiers in Psychology, 13, 1074202. https://doi.org/10.3389/fpsyg.2022.1074202
Llanes, M. F. G., & Santos, J. M. (2026). MATATAG curriculum: Challenges experienced by math teachers and students’ academic performance in the initial implementation. INTI Journal, 2026(1), 48–55. https://doi.org/10.61453/INTIj.20260107
Malahito, J. A. I., & Quimbo, M. A. T. (2020). Creating G-Class: A gamified learning environment for freshman students. Interactive Learning Environments, 28(2), 1–15.
Mendoza, A. R. (2025). Numeracy gaps and instructional challenges in elementary mathematics. Philippine Journal of Mathematics Education, 9(1), 50–64.
Navarro, K. L., & Villanueva, S. P. (2023). Foundational numeracy skills of Filipino elementary learners. Journal of Basic Education Research Philippines, 7(2), 25–39.
Niño, E. J. A., & Lomibao, L. S. (2026). A systematic review on the development and validation of instructional materials utilized in the Philippine mathematics classroom. Journal of Innovations in Teaching and Learning, 6(1), 1–8. https://doi.org/10.12691/jitl-6-1-1
Oducado, R. M. F., Rabacal, J. S., Moralista, R. B., & Tamdang, K. A. (2021). Perceived stress due to COVID-19 pandemic among employed professional teachers. International Journal of Educational Research and Innovation, 15, 305–316. https://doi.org/10.46661/ijeri.5284
Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Organization for Economic Co-operation and Development (OECD). (2023). PISA 2022 results (Volume II): Learning during – and from – disruption. OECD Publishing. https://doi.org/10.1787/a97db61c-en
Pan, H.-L. W. (2023). The catalysts for sustaining teacher commitment: An analysis of teacher preparedness and professional learning. Sustainability, 15(6), 4918. https://doi.org/10.3390/su15064918
Pellegrini, M., Lake, C., Neitzel, A., & Slavin, R. E. (2021). Effective programs in elementary mathematics: A meta-analysis. AERA Open, 7, 1–19. https://doi.org/10.1177/2332858420986211
Pineda, M. J. (2024). Instructional time management and workload challenges among elementary teachers. Philippine Educational Review, 6(2), 73–86.
Powell, S. R., Driver, M. K., & Julian, T. E. (2021). The effects of mathematics interventions on students with mathematics difficulty. Learning Disabilities Research & Practice, 36(1), 18–31. https://doi.org/10.1111/ldrp.12237
Reyes, A. M., & Bautista, C. L. (2023). Curriculum implementation challenges in elementary mathematics education. Philippine Journal of Curriculum Development, 5(1), 19–34.
Rivera, J. P. (2024). Teaching mixed-ability learners in elementary mathematics classrooms. Journal of Philippine Educational Studies, 8(1), 44–59.
Rosli, R., & Aliwee, M. F. (2021). Professional development of mathematics teachers: A systematic literature review. Contemporary Educational Researches Journal, 11(2), 81–92. https://doi.org/10.18844/cerj.v11i2.5415
Santiago, F. R. (2023). Improvised instructional strategies of Filipino mathematics teachers in resource-limited classrooms. Philippine Journal of Teacher Practices, 4(2), 60–74.
Santos, G. L. (2025). Teachers’ burden in instructional material development in basic education. Journal of Philippine Educational Innovation, 9(1), 30–45.
Silva, J. C. M. da, & Maran, V. (2020). Aplicações de gamificação na educação em matemática: um mapeamento sistemático. Ciência e Natura, 42, e90.
Skaalvik, E.M. and Skaalvik, S. (2020) Teacher Burnout: Relations between Dimensions of Burnout, Perceived School Context, Job Satisfaction and Motivation for Teaching. A Longitudinal Study. Teachers and Teaching, 26, 602-616. https://doi.org/10.1080/13540602.2021.1913404
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A systematic review. Educational Technology Research and Development, 68, 1–24.
Trinter, C. P. (2015). Designing differentiated mathematics games: Discarding the one-size-fits-all approach to educational game play. Gifted Child Today, 38(2), 88–94. https://doi.org/10.1177/1076217514568560
Trinter, C. P., Brighton, C. M., & Moon, T. R. (2016). Designing differentiated mathematics instruction for diverse learners. Journal of Curriculum and Instruction, 10(2), 45–60. https://doi.org/10.1177/1076217514568560
Tuba, J. S., & Roble, D. B. (2020). Developing students' mathematics achievement using a three-tiered instructional model. American Journal of Educational Research, 8(11), 873–877. https://doi.org/10.12691/education-8-11-7
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO Publishing. https://unesdoc.unesco.org
Vistro-Yu, C. P., Hao, L. C., & Sua, M. H. (2025). The struggle is real: Finding opportunities for problem posing in the Philippine school mathematics curriculum. Asian Journal for Mathematics Education, 4(2). https://doi.org/10.1177/27527263251340036
Ylarde, J. D., & Cajandig, A. J. S. (2026). Challenges faced by mathematics teachers under the MATATAG curriculum and their impact on teaching performance and student academic outcomes: A systematic literature review. International Journal of Research and Innovation in Social Science, 10(1), 3949–3960. https://doi.org/10.47772/IJRISS.2026.10100310
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
