Beyond Numbers: Lived Experiences of Grade 5 and 6 Learners in Developing Mathematical Problem-Solving Skills Through Contextualized Learning

Authors

  • RAQUEL DINCOG Northeastern College, Santiago City Philippines Author

DOI:

https://doi.org/10.64358/sih.v2i4.158

Keywords:

keywords

Abstract

Mathematical problem-solving is an essential competency that enables learners to apply mathematical knowledge to situations encountered within and beyond the classroom. However, elementary learners may experience difficulty when mathematical problems are presented as abstract procedures detached from familiar experiences. Contextualized learning offers an alternative by connecting mathematical concepts with situations, practices, objects, and experiences meaningful to learners. This qualitative phenomenological study aims to explore the lived experiences of Grade 5 and Grade 6 learners in developing mathematical problem-solving skills through contextualized learning at Camandag Elementary School in Asipulo, Ifugao, Philippines. Specifically, it examines how learners experience contextualized mathematical tasks, the challenges they encounter in solving problems, the strategies they develop, and the meanings they attach to learning mathematics through familiar and real-life situations. Participants will be purposively selected from Grade 5 and Grade 6 learners who have experienced contextualized mathematics activities. Data will be gathered through semi-structured individual interviews, focus group discussions, classroom observations, and selected learner outputs. The data will be subjected to thematic analysis to identify recurring patterns and meanings across participants' experiences. Trustworthiness will be strengthened through triangulation, member checking, reflexive documentation, and an audit trail. The study is expected to provide learner-centered insights into how contextualized learning can support mathematical understanding, engagement, confidence, and problem-solving among intermediate elementary learners. Findings may inform culturally and contextually responsive mathematics instruction, particularly in rural and community-based elementary school settings.

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Published

2026-11-06

Issue

Vol. 2 No. 4 (2026): Studies in Interdisciplinary Horizons

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Articles

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