BARRIERS IN TEACHING EARLY NUMERACY AMONG GRADE THREE LEARNERS: VOICES OF ELEMENTARY TEACHERS

This study aimed to explore the barriers encountered by Grade Three teachers in teaching early numeracy, their coping mechanisms, and the educational management insights derived from their lived experiences. Specifically, it sought to identify
instructional challenges affecting early numeracy development, examine teachers’ strategies in addressing these challenges, and determine school-based and system-level interventions to improve numeracy instruction. The study employed a qualitative
phenomenological research design. The informants were Grade Three teachers purposively selected based on their direct experience in teaching early numeracy. Data were gathered through in-depth interviews and analyzed using thematic analysis to
generate major themes and subthemes that reflected the informants’ lived experiences. Findings revealed four major barriers in teaching early numeracy: insufficient foundational numeracy skills among learners, lack of contextualized and culturally relevant learning materials, curriculum pacing and instructional constraints, and challenges in sustaining learner engagement. In response, teachers employed coping mechanisms such as differentiated assessment and instructional support, use of hands-on,
visual, and digital learning strategies, building positive and supportive learning environments, and strengthening foundational understanding through scaffolding and concept connections. Educational management insights highlighted the need for
strengthening teacher competence through continuous professional development, enhancing instructional leadership and school support systems, implementing data-driven instruction and early intervention systems, and promoting learner-centered and responsive instructional practices. Schools may sustain professional development on numeracy pedagogy and differentiated instruction, stronger instructional leadership through coaching and mentoring, improved access to contextualized and technology-supported materials, and the institutionalization of data-driven instruction and early intervention systems. Overall, the findings emphasize that improving early numeracy instruction requires an integrated approach involving teacher development, instructional support, and systemic educational reforms.