CHALLENGES ENCOUNTERED BY ELEMENTARY TEACHER IN

TEACHING MATHEMATICS SUBJECT IN PRIMARY GRADES OF

TULAY NA LUPA ELEMENTARY SCHOOL

A Thesis
Presented to the
College of Education
Camarines Norte College
Labo, Camarines Norte

In Partial Fulfillment of the

Requirements for the Degree of
BACHELOR IN ELEMENTARY EDUCATION

RASCO, MHEA MAE

AGAPITO, KENT
ADECER, KAYCE
ALEGRE, IRISH
GOYALA, MARIVIC
RODRIGUEZ, ROSALYN
VILLANUEVA, SHIELA

FEBRUARY 2024
 Chapter I

Introduction

Mathematics is the foundation of almost every

subject. Every aspect is form of mathematics such as

algebra, complex number, trigonometry, etc. influences

our lives every day. It aids us in problem solving and

critical thinking- two very essential skills in today’s

technology-powered education. Mathematics education for

all people is not only the goal, but also the fundamental

priority of the Mathematics taught in basic education.

The world as we know it today, would not be possible

without Mathematics.

Mathematics is the study of quantity, structure and

change (i.e., arithmetic, algebra, geometry and

analysis). The word mathematics come from the Greek word

'  (mthma) which means learning, study and science.

Mathematics begins from many different breed of problems.

Now a days, all sciences recommend problems studied by

mathematicians and many problems arise within mathematics

itself. Mathematics is used all over the world as an

essential tool in many fields including natural sciences,

medicine, engineering and social sciences.

 Nowadays, many professions require more or less

mathematical knowledge and mathematical thinking (Olkun &

Toluk Uçar, 2020). To achieve an effective and efficient

mathematics education in educational institutions is a

requirement of being an information society (Ersoy,

1997). In a changing world, the purpose of mathematics

teaching is changing, and it becomes important for

individuals to use the learned mathematical knowledge in

solving the problems they encounter in daily life (Güler

Selek, 2020), Individuals are faced with situations where

they need to use mathematics throughout their lives and

they have to make mathematical decisions (Yenilmez &

Duman, 2008). Because of these reasons, mathematics

lessons are included in every education level from pre -

school education to higher education (Baykul, 2021).

Mathematics is the study of measurement, properties

and relationship of the quantities and sets, using

numbers and symbols." Mathematics is the deductive study

of numbers, geometry and various abstract structures.

Mathematics is very broadly divided into foundations,

algebra, analysis, geometry and applied mathematics,

which includes theoretical computer science

(Encyclopedia, Columbia University Press). "Mathematics

is the group of science (including arithmetic, Algebra,

Geometry, calculus etc.) dealing with quantities,

magnitudes, forms and symbols" (Webster's Dictionary).

 According to ORIGO Education there are four biggest

challenges when teaching mathematics (1) Teaching

mathematics across multiple levels and differentiation;

(2) Keeping students engaged and interested in learning

mathematics; (3) Lack of hands - on resources and

manipulative; (4) Encouraging problem solving and finding

effective teacher.

The primary purpose of this study is to identify the

challenges encountered by the teachers in teaching

Mathematics subject in the primary grades. To analyze the

challenges encountered by primary teachers in teaching

Mathematics. To assessed and compare with the perceptions

of different teachers in grade 1, grade 2, and grade 3 in

teaching Mathematics. To recognize challenges encountered

by the Mathematics teacher based on their experience in

terms of teaching style such as; curriculum adjustment,

alignment of materials, and deployment of learning

delivery modalities among primary grades of Tulay na Lupa

Elementary School.

As a college students and future teachers who take

elementary education course, we want to know the possible

challenges encountered in teaching mathematics subject in

primary grades to have more ideas, strategies, methods

and approaches that helps in improving teaching and

learning

Research Objectives

The aim of this research is to determine the

challenges faced by the teachers in teaching mathematics

at primary level enable to:

 To identify challenges faced by teacher in teaching

mathematics in primary grades

 To analyze the challenges encountered by primary

teachers in teaching Mathematics

 To compare the perceptions of different teachers from

grade 1, grade 2, and grade 3 that are teaching

Mathematics subject

Significance of the Study

The findings of this study will be beneficial to the

following entries or group of individuals:

The Youth/Students They will know different challenges

that encountered by the teacher in teaching mathematics

in primary level. It can lead to empathy, respect,

collaboration, adaptability and motivation and they can

create a supportive classroom environment.

Teachers. This research will be beneficial to the

teachers because they will know more about challenges

encountered in teaching mathematics in the primary level

and conducting some strategies and methods that helps in

teaching and learning.

Administrators. This research will be beneficial to

administrator they will have an in-depth knowledge about

challenges encountered by teachers and they can provide

effective support, leadership to enhance the teaching and

learning in Mathematics.

Researchers. It helps to enhance and improve their

research and know the challenges that encountered in

teaching Mathematics to adapt new learning. This will be

an instrument that will guide them in discovering

credible and reliable understanding on the topic.

Future Researchers. The conducted studies will further

open doors for future researchers to use as related study

to their research topic. They will serve as a source of

information about challenges encountered in teaching

mathematics in the primary level.

Scope and Delimitation

The scope of the study is to identify and analyze the

challenges encountered by primary teachers in teaching

Mathematics to the pupils in primary education level

(Grade 1 to 3). The study will compare the perceptions of

different teachers from grade 1, grade 2, and grade 3

that are teaching Mathematics subject.

The delimitation will focus on primary teacher’s

challenges related to the teaching and learning of

Mathematics only. It will not explore challenges in

teaching other subjects. The study will not include

challenges specific to individual students, such as

learning disabilities or language barriers, but will

focus on the broader challenges encountered by primary

teachers in effectively delivering Mathematics education.

Definition of Terms

Mathematics - Science of numbers, operations and

measurement

Primary Grades - Level of the students (grade 1 to 3) in

the Elementary Grades

Perception - Refers on how the teacher thinks when it

comes on teaching mathematics subject

Challenges - Difficulties or obstacles that faced by the

teachers in teaching mathematics subject

Teaching style - Different strategies and methods in

teaching and learning

Theoretical Framework

This part elaborates the theories used in this

study. This study uses Constructivism Theory, Attribution

Theory and Hull Theory.

According to Piaget’s Constructivism theory which

deals with helping teachers in having knowledge and

skills in the teaching of Mathematics. In constructivism

theory, learners are given the chance to probe questions,

develop answers and interpret the learning environment

and the teacher’s target is to give learners feedback

which acts as intrinsic motivation to learners.

Constructivism theory helps teachers to identify what

learners know and assess them on what they are best at,

which will enable learners to raise their own questions,

helping them in learning.

According to Piaget’s research and theory, is called

deployment constructivism (Romberg, 1969), and maintains

that children acquire number concepts and operations by

construction from the inside and not by internalization.

Piaget (1969) pointed out that every normal student’s is

capable of good mathematical reasoning if attention (and

care) is directed to activities of his interest, and if

by this method the emotional inhibitions that too often

give him a feeling of inferiority in lessons in

Mathematics are removed.

The study is also guided by attribution theory by

Malle and Korman (2013) who stated that performance is

just like a test which could be attributed to lack of

hard work. The theory is concerned with the “how”, “why”

and the “what” by which people process information in

attempting to understand events (Weiner, 2005). Weiner

stated that students learning is affected by

environmental factors such as student’s home or school.

Weiner’s also mentioned that teachers need to know that

they can affect learner’s performance through their

comments to learners.

The research also relies on the Hull Theory of Clark

Hull (2014) which indicates that learning depends on

several factors. The Hull Theory sought to explain

learning and motivation by scientific laws of behavior.

This theory consisted of many postulants which are stated

in mathematical form. The factors include the number of

previously rewarded experiences, the internal drive of

the learner and the external incentives given to the

learner contribute to how learners will perform in

Mathematics.

The theories use as bases that there are factors

affecting the student’s learnings in Mathematics that

leads to the challenges encountered by the teachers in

teaching Mathematics. According to Constructivist Theory

stated that teachers should identify what learners know

and assess them. If the teacher know that the learners

have difficulties and prior knowledge, he/she can conduct

practices that improve the capacity of teaching. Based on

Attributions Theory that environmental factors such as

student’s home and school are contributing to the poor

performance of learner. It is one of the causes why there

are challenges faced by the teachers. Another theory

states that both internal drive and external incentives

play complementary roles in shaping learning performance

students. While internal drive cultivates intrinsic

motivation and the passion for learning, external

incentives provide external validation, recognition and

reinforcement that motivates students to

CONSTRUCTIVST THEORY

 Deals with helping teachers

in having
knowledge and skills in the
teaching of mathematics.

 Helps teachers to identify

what learners
know and assess them on
what they best at.

ATTRIBUTION THEORY Challenges

Encountered by
 Stated that performance is
just like a test which could be
Elementary
attributed to lack of hard work Teachers in
Teaching
 Stated that students
learning is affected by
Mathematics
environmental factors such Subject in Primary
as student’s home or school. Grades

HULL THEORY

 Hull Theory indicates that

learning depends on several
factors like internal drive
which means motivation of
the learner and external
incentives meaning reward or
punishment. This is one of
the causes why there are
challenges encountered by
the teacher.

Figure 1. Shows Theoretical Framework

Conceptual Framework

The Input-Process-Output (IPO) Model was utilized in

making the conceptual framework of the study. It is a

paradigm on which the study faithfully relies, showcasing

the process or direction the research is following or

headed to. The framework complies four boxes which

represent the elements input, process, output, and

feedback.

The figure shows the focus of the body on the same

aspect. In the first box are the inputs of the study

which included the profile of respondents and the

challenges encountered by the teachers in teaching

mathematics. An arrowhead pointing to the second box is

the process which is the qualitative method, identify the

respondents gather information through survey

questionnaire, analyzing and interpreting the data.

Another arrowhead pointing to third box represent the

output which is the challenges encountered by teacher in

teaching Mathematics. The feedback will be serve as a

guide for recommendations adjustments and implication of

changes that will appear and will be stated in due time.

 INPUT
 Profile of the respondents

 Challenges encountered

F
E
PROCESS
E
 Identify the respondents D
 Gathering information
through survey questionnaire B
 Analyzing and interpreting
the gathered information A
C
K

OUTPUT
 Challenges encountered by
teachers teaching
mathematics subject in
primary grades

Figure 2. Shows Conceptual Framework

Challenges Encountered by Elementary Teachers in Teaching Mathematics

Subject in Primary Grades of Tulay na Lupa Elementary School
 Chapter II
Review of Related Literature

Foreign Literature

According to Astuti et al. 2023, Jannah et al.

Ridho’i et al. (2023) Mathematics as fundamental science,

both it applies aspects and its reasoning aspects, has

vital role. However, when studying Mathematics, many

students only accept the lesson without questioning why

Mathematics is being thought.

According to Chris Muniu, (2021) All educators face

challenges in their teaching career but in this article,

we are going to look at the challenges facing the

Mathematics teachers. Below are some of the challenges

that are faced by mathematics teachers. (1) Prerequisite

Knowledge This is one of the main problems that

Mathematics teachers face. We all know that math

curriculum often builds on information learned in

previous years. If a student does not have the required

prerequisite knowledge, then a math teacher is left with

the choice of either remediation or forging ahead and

covering material the student might not understand. (2)

Students Mindsets. Student mindsets about math tend to be

fixed. They either believe they were born with the

ability to do math or they were not. When you combine

this fixed mindset with the lack of prerequisite skills,

teaching math can become an even greater challenge. (3)

Mathematics teacher content knowledge. Sometimes you may

find a Mathematics teacher who doesn’t know the

Mathematics they need to know, in the way they need to

know it, in order to help all their student’s learn. (4)

Teacher’s understanding of students and effective

teaching strategies. A Mathematics teacher is not said to

be good because of knowing a lot of Mathematics. A good

teacher must also understand how students are thinking

about Mathematics and how to structure instructional

opportunities to support their learning. (5)

Implementation of New Curriculum. In a country like Kenya

for instance, where they changed their education system

from 8–4–4 to 2–6–3–3 a new curriculum was implemented.

The teachers who were teaching during the old system have

found it relatively hard to adjust to the new CBC

curriculum design.

Local Literature

According to Leopoldo Valente S. Mendoza (2018)that

there are some challenges being encountered by the

teachers especially in teaching Mathematics. It is not an

easy task to encourage learners to love numbers. Teachers

also experience problems in teaching Mathematics

specifically when there is a big number of non-numerates.

Learners with low level of interest in Mathematics

resulted to the lack of skills in different learning

competencies in this area. It is in the hands of the

teachers to improve the learner’s capability in learning

this subject.

According to Cardino & Ortega- Dela Cruz, (2020)

Mathematics is all around and in everything everyone

does. It is the building block for everything in daily

living, including the use of mobile devices,

architecture, art, money, engineering, and even sports.

Negativity in mathematics is the number one problem of

why students find the subject difficult. They can hear

from their family members since childhood that it is

hard. However, in reality, that is not the case. Children

who grew up with the mind conditioning that mathematics

is fun excel in this subject. They could prefer this over

history and other memorization subjects. The student’s

performance in certain subjects depends on their attitude

toward the subject. A positive attitude towards the

subjects will encourage a person to learn the subject

much better. Educators should consider different

approaches to address low motivation and negative

attitudes of the students toward mathematics.

Foreign Studies

Thapa (2005) conducted a thesis entitled "A study on

the problem faced by teacher in teaching Mathematics at

primary level". She concluded that the teachers are

facing many problems due to large class size, irrelevancy

of teachers' guide, lack of instructional materials, lack

of supervisory help and so on. In Mathematics teaching,

teaching techniques are such aids which are helpful in

making lesson interesting, to explain the content and to

remember it by heart during teaching techniques.

Instructional strategies refer to pattern outcomes and to

guard against others. There are several methods of

teaching and some of them emphasize in the supreme source

for teacher. Among them inductive method, discovery

method, field trip method, discussion method, project

method always emphasizes on the active participation of

the students.

Baral (2008) in the study, "Problem faced by

Mathematics teacher in teaching Mathematics" indicated

that there were number of problems relate to curriculum

designing, textbook writing, teaching method, classroom

situation, students background, teaching materials,

teachers training and so on.

Local Studies

According to Simbulan (1997) that Mathematics is a

subject which is mostly learned by doing… solving

problems to provide for drill, practice and review. Since

the nature of Mathematics learning is such that one has

to concretize concepts to understand the abstract ideas,

the concretization approach in the presentation of the

lesson has become imperative. Mathematics teachers have

to concretize the teaching of Mathematics so that

learners can visualize the concepts.

In the K to 12 Curriculum, the content areas in

Mathematics are adopted from the framework prepared by

the Philippine Council of Mathematics Teacher Educators,

Inc. and Department of Science and Technology-Science

Education. Institute (MATHTED & DOST-SEI, 2010). The

framework is supported and grounded by the underlying

learning principles and theories: experiential and

situational learning, reflective learning,

constructivism, cooperative learning, discovery, and

inquiry-based learning. There is no single correct way of

teaching a class. There are many good ways. Teacher may

vary their teaching methods and strategies depending upon

the kind of students he has on the classroom. These are

methods fail with one child but maybe helpful to another.

"Good teaching focused on teacher styles, teaching

interactions and teachers' characteristics. Teacher

styles refer to the dimension of classroom climate. It is

on how teacher utilizes space in the classroom, their

choice of instructional materials and activities and

their method of student grouping.

Synthesis
 Chapter III

Research Design

This study is a Qualitative Research that mainly

used Phenomenology Design it is focuses to gather

information that explains how individuals experience a

phenomenon since this study is aim to identify, analyze

the challenges encountered by Elementary teacher teaching

Mathematics subject in primary grades. It helps to

compare the different perceptions of teachers from grade

1, grade 2, grade 3 that are teaching Mathematics

subject.

Respondents and Locale

The respondents of this study are the Elementary

teachers teaching Mathematics subject in primary grades

(grade 1 to 3) of Tulay na Lupa Elementary School.

Sampling Technique

This study will use a simple random sampling under

probability sampling is use for selecting the participant

in this research. In this technique will be employ to

ensure selecting a sample from the population without any

bias.
Ethical considerations

The researchers strictly observed the following in

order to develop and protect morality in conducting this

study: Giving proper acknowledgement or credit to the

owner in order to avoid plagiarism. The researchers honor

patents, copyright, and other forms of intellectual

properties. The data provided by the respondents is

confidential in any aspects in this study. In order to

keep it confidential, the researchers protect the

respondents' personal information. The researchers are

open to criticism and new ideas in conducting this study.

Methods and Procedure

This study will use descriptive design as a method

to gather information, it aims to accurately and

systematically describe a population, situation or

phenomenon. It helps to identify and analyse the

challenges encountered by teacher in teaching Mathematics

subject in primary grades in Tulay na Lupa Elementary

School. We will ask the principal of the school to have

consent to conduct a survey to the teachers in primary

grades about challenges encountered in teaching

Mathematics.
Research Instruments

For this study, the qualitative method of research

shall be used for data collection. The primary source of

data are the facts and figures gathered from the results of

the survey-questionnaire that are created by the researcher.

The survey-questionnaire contains five (5) questions which

shall help answer the study's problem. Qualitative research

methods make easier to understand that as it is more

communicative and descriptive.

Statistical Treatment of Data

As soon as the researchers gather the data, they were

compiled, sorted, organized and tabulated. The data will be

tally based of the certain answer of the respondent in the

survey questionnaires. In statistical treatment of data, we

use quasi statistics, this refers to simple counts of things

to make statements such as “some”, “usually”, and “most”

more precise. It’s a way of using numbers in qualitative

research.
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