Author
Cherie C. Ocio
Agusan Colleges, Inc.
Butuan City, Philippines
Email: cherie.ocio@deped.gov.ph
Abstract
Low emerging performance in early-grade mathematics presents a significant challenge to the development of foundational numeracy skills among learners. This qualitative study explored the ingenuity of Grade 1 teachers in addressing low emerging performance in mathematics, focusing on the prospects and challenges encountered in translating assessment results into effective instructional interventions. Anchored on Bandura’s Self-Efficacy Theory and Constructivist Learning Theory of Piaget and Vygotsky, the study examined how teachers’ creativity, adaptability, and resourcefulness shaped early mathematics instruction. Using a phenomenological research design, the study involved eight Grade 1 teachers from selected public elementary schools in the Las Nieves District, Division of Agusan del Norte. Data were gathered through in-depth interviews and were analyzed using Braun and Clarke’s thematic analysis. Findings revealed that teacher ingenuity was manifested through multisensory numeracy instruction, hands-on and manipulative-based learning, differentiated and remedial instruction, play-based strategies, contextualized and integrated learning, and limited technology-supported instruction. Teachers creatively utilized locally available and improvised materials, games, songs, movement-based activities, peer assistance, and real-life contexts to address learners’ numeracy difficulties. These strategies resulted in increased learner engagement, positive emotional responses toward mathematics, improved confidence, and enhanced foundational numeracy skills, particularly in number recognition and counting. However, teachers also encountered challenges such as limited instructional resources, time constraints, large class sizes, insufficient professional development opportunities, and the effects of learning loss. The study concludes that teacher ingenuity plays a crucial mediating role in improving early mathematics learning outcomes and proposes a strategic plan to strengthen instructional support and sustain innovative, learner-centered practices.
Keywords: Early numeracy, Grade 1 Mathematics, low emerging performance, qualitative study, teacher ingenuity.
DOI: http://doi.org/10.69651/PIJHSS0501810
Recommended citation:
Ocio, C. C. (2026). Exploring teacher ingenuity in addressing low emerging performance in mathematics: Prospects and challenges. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9033-9048. http://doi.org/10.69651/PIJHSS0501810
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