The Impact of Early Math and Numeracy Skills on Academic Achievement In Elementary School

AUTHOR(S)

Hadjirrah B. Adam

ABSTRACT

—— It has been eight years when the K to 12 Basic Education Curriculum was implemented in the country. During this period, many issues have been raised concerning its overall impact specifically on the mathematical skills of each learner. This study explored on the experiences of teachers on the development of numeracy skills of primary pupils. The focus of this study are the teachers of Jolencio R. Alberca Elementary School located in Tres de Mayo, Digos City. Teachers’ experiences on the development of numeracy skills among primary pupils were a smooth flow of instruction in Mathematics, enhanced engagement to instruction showing confidence, interest and enjoyment on the lesson, enriched parent-teacher partnership in building numeracy among the learners, difficulties for some pupils to count in Cebuano, and difficulties met in localizing, contextualizing and translating teaching materials for mathematics instruction. Strategies teachers use to develop numeracy skills of pupils using MTB-MLE along pedagogy were use of locallymade materials or objects found in the community, exposing pupils to more drills and exercises, attendance to seminars is helpful, Differentiated Instruction (DI), using manipulative, real and tangible object as instructional materials, translation, using collaborative approach teaching. There were different learning activities implemented to develop numeracy particularly in contextualization such as experiential learning; translation such as English nursery rhymes in Cebuano; indigenization such as use of local materials as instructional materials and localization such as involving community in the learning process. The gaps and issues encountered by teachers in developing literacy skills were the poor retention and low mastery of the four fundamental mathematical operation, complicating and varied learning competencies in the curriculum guide, and difficulties encountered by the pupils in mathematical problems. Keywords — Development of numeracy skills, math, teachers’ experiences, phenomenology