Exploring Mathematical Interventions to Improve Problem-Solving Skills of Grades I to III Learners in Iligan City Central School
Abstract:
This qualitative case study explored the instructional interventions employed by elementary mathematics teachers to address the persistent problem-solving difficulties of Grades I to III learners at Iligan City Central School. Through interviews and classroom observations, the study revealed that teachers implemented various context-responsive strategies, including the use of real-life objects and scenarios, interactive and hands-on activities, game-based learning, consistent guidance and support, and individualized interventions. These approaches helped learners develop a better conceptual understanding of math, increase their accuracy, build confidence, foster independence, and apply math skills in real-life situations. The findings highlight the critical role of learner-centered and culturally relevant interventions in strengthening foundational mathematical competencies. The study recommends sustained professional development and policy-level support to replicate and expand these practices in similar learning contexts.
Keywords: early grades, learner-centered instruction, mathematics interventions, problem-solving skills
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