Play-Based Learning Activities in Mathematics among Primary Grade Teachers in Datu Timbul Ali Integrated School
Abstract:
This qualitative study investigates the integration of play-based learning strategies into mathematics instruction among primary grade learners at Datu Timbul Ali Integrated School. Drawing from classroom observations and teacher interviews, the research explores how traditional Filipino games (e.g., piko, sungka), manipulatives, structured lesson sequences, storytelling, and multimedia tools enhance learner engagement and understanding. Results indicate that culturally grounded activities, such as indigenous games and local narratives, foster deeper conceptual connections, motivation, and enjoyment among learners. Manipulatives like fraction puzzles and pattern blocks supported comprehension and accommodated diverse learning preferences. Storytelling and structured lesson flows contributed to coherence, while multimedia tools stimulated interest and visualization. Despite these benefits, teachers faced challenges including limited resources and insufficient training in digital integration. Overall, the study affirms the value of inclusive, innovative, and culturally responsive pedagogies in making mathematics more meaningful and accessible.
Keywords: cultural relevance, mathematics instruction, play-based learning, primary education
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