Teaching Mathematics 4: Teachers’ perspectives in Philippine public elementary schools

Abstract

Mathematics education plays an important role in developing pupils’ reasoning, problem-solving skills, and understanding of everyday situations. However, limited local evidence describes how Grade 4 Mathematics is actually implemented from the perspective of teachers in public elementary schools in Gamu District. This study examined the teaching of Mathematics 4 in terms of curriculum implementation, instructional practices, learning resources, assessment, administrative and supervisory support, and factors affecting instruction. Using a descriptive survey design, the study involved 17 Grade 4 Mathematics teachers from public elementary schools in Gamu District during School Year 2025–2026. Data were gathered through a researcher-developed questionnaire and supplemental interviews and were analyzed using frequency, percentage, and weighted mean. The findings showed that Mathematics 4 performance standards were realized, while teaching methods, instructional materials, assessment tools, and administrative and supervisory support were generally rated very effective. Factors affecting instruction were considered manageable. The study recommends differentiated instruction, peer tutoring, formative assessment, multiple representations, continuing teacher development, and stronger support for managing diverse and large classes.