Implementing the MATATAG Mathematics Curriculum in Grade 7: Teachers' Experiences in Public Secondary Schools of Cordon North and South Districts, Schools Division of Isabela

Authors

  • CHERYL GRACE LOPEZ NORTHEASTERN COLLEGE Author
  • REY A. PASCUAL NORTHEASTERN COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i3.124

Keywords:

MATATAG Curriculum, Grade 7 Mathematics, curriculum implementation, teachers' experiences, mathematics education, phenomenology, qualitative research

Abstract

The implementation of the MATATAG Mathematics Curriculum represents a significant reform in Philippine basic education, emphasizing foundational mathematical competencies, learner-centered instruction, contextualized learning, and the development of higher-order thinking skills. As front-line implementers of the curriculum, Grade 7 mathematics teachers play a crucial role in translating curriculum standards into meaningful classroom experiences while responding to learners' diverse needs. This study explored the experiences of Grade 7 mathematics teachers in implementing the MATATAG Mathematics Curriculum in public secondary schools of Cordon North and South Districts, Schools Division of Isabela. A qualitative phenomenological research design was employed involving ten Grade 7 mathematics teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers adopted learner-centered pedagogical strategies, contextualized mathematics instruction, collaborative learning approaches, formative assessment practices, and reflective teaching to facilitate curriculum implementation. Despite challenges related to curriculum transition, instructional resources, learner diversity, and time constraints, teachers demonstrated adaptability, resilience, and professional commitment in delivering quality mathematics instruction. The study highlights the importance of sustained professional development, collaborative curriculum implementation, instructional support, and contextualized teaching resources in strengthening the implementation of the MATATAG Mathematics Curriculum. The findings provide valuable insights for curriculum developers, school leaders, mathematics educators, and policymakers in enhancing curriculum implementation and mathematics teaching practices.

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Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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