Learners' Anxiety: Challenges and Coping of Mathematics Teachers

This phenomenological study explored the experiences of nine Grade 4 to 6 mathematics teachers from selected public elementary schools within the Department of Education in addressing numeracy deficits among intermediate-grade learners. The study aimed to identify the challenges teachers encountered, the strategies they employed to address learners’ numeracy difficulties, and the insights they gained to improve numeracy instruction. Using a qualitative phenomenological research design, data were gathered through in-depth interviews and analyzed thematically to identify recurring patterns and themes in participants' lived experiences. Findings revealed that teachers encountered significant challenges in addressing numeracy deficits, particularly learners’ weak foundational numeracy skills, instructional and contextual constraints, and issues related to learner motivation and engagement. Despite these difficulties, teachers implemented various strategies, including instructional differentiation, classroom-based interventions, adaptive use of learning resources, and continuous professional collaboration and reflective practices, to enhance instructional effectiveness. The study further revealed that effective numeracy learning is strengthened by developing strong foundational skills, using engaging instructional strategies that encourage learner participation, and adopting reflective teaching practices that improve classroom instruction. The study further revealed that effective numeracy learning is strengthened by developing strong foundational skills, using engaging instructional strategies that encourage learner participation, and adopting reflective teaching practices that improve classroom instruction. These findings highlighted the importance of adaptive teaching approaches and continuous professional growth in supporting learners with numeracy difficulties. Based on the results, the study recommends strengthening numeracy intervention programs, providing sustained professional development opportunities for teachers, enhancing access to instructional resources, and promoting collaborative and reflective teaching practices to improve numeracy outcomes among elementary learners.