Pedagogical Practices in Teaching Grade 6 Mathematics under MATATAG Curriculum: Teachers' Experiences in Villa Aurora Elementary School of Diadi District, Schools Division of Nueva Vizcaya

Authors

  • Arianne Desiree Perez Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.135

Keywords:

MATATAG Curriculum, Mathematics education, pedagogical practices, Grade 6 Mathematics, teachers' experiences, qualitative research, phenomenology

Abstract

The implementation of the MATATAG Curriculum has introduced significant changes in mathematics instruction by emphasizing foundational numeracy, learner-centered pedagogy, and contextualized learning experiences. This study explored the pedagogical practices and teaching experiences of Grade 6 Mathematics teachers in implementing the MATATAG Curriculum at Villa Aurora Elementary School, Diadi District, Schools Division of Nueva Vizcaya. A qualitative phenomenological research design was employed involving eight Grade 6 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 thematic analysis. The findings revealed that teachers employed contextualized instruction, differentiated teaching strategies, collaborative and problem-based learning, formative assessment, and reflective teaching practices to support learners' mathematical understanding. Despite challenges related to curriculum transition, diverse learner abilities, and limited instructional resources, teachers demonstrated adaptability and commitment to effective mathematics instruction. The study highlights the importance of continuous professional development, adequate instructional support, and collaborative learning communities in ensuring the successful implementation of the MATATAG Curriculum. The findings may serve as a basis for improving mathematics instruction, teacher training programs, and curriculum implementation in public elementary schools.

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Published

2026-08-08

Issue

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

Section

Articles

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