Problems Encountered by Teachers in Teaching Mathematics at Banaba Lejos Elementary School Solutions and Reinforcements

Abstract

INTRODUCTION

Teaching Mathematics to a diverse, heterogeneous group of pupils is not an easy task. Teachers are faced with the problem of teaching numbers and at the same time, giving pupils what they need an understanding of Mathematics.

The teachers have been faced with this challenge. The researcher has observed how difficult most skills in Mathematics have been to their pupils. Believing that helping people to understand mathematics can do more than boost their number skills, the researcher decided to undertake this study. This was because Mathematics was a social skill.

This action research dealt with the profiles of Mathematics competencies of pupils. The least mastered skills were investigated so as to find where intervention was needed and suggested ways to help address the problems. This study was undertaken during the SY 2016-2017 at Banaba Lejos Elementary School.

METHODS

The researcher used the descriptive method of research with the questionnaire as the main instrument. The analysis approach was also used to determine the profile of the Mathematics competencies of pupils. The descriptive method of research was the most appropriate method to use for this particular research since the researcher aimed at determining the problems encountered by teachers who teach Mathematics.

RESULTS

The profile of Mathematics competencies of the Grade 4 and Grade 6 pupils obtained the lowest MPS of 55.69 and 61.67 respectively. From these results, it can be said that there were problems encountered by both teachers and pupils in the teaching and learning of Mathematics.

The Grade 1 pupil found difficulty in addition and subtraction of money while the Grade 2 pupils had operations on whole numbers as their problem. Grade 3 pupils had difficulties in the division of whole numbers while the Grade 4 pupils found the addition and subtraction of dissimilar fractions as hard. Grade 5 pupils encountered problems in the area of figures while the Grade 6 pupils found it hard to learn to solve worded problems and ratio and proportion.

DISCUSSIONS

The attitude of pupils and time frames were the foremost problems encountered by teachers in teaching Mathematics.

Time-consuming lessons and pupils' negative mentality and perception of Mathematics skills and competencies were the negative factors found to stand in the way of teaching and learning Mathematics.

It is strongly recommended that lessons have to be divided in such a way that the lessons are easily digested by pupils. The time frame was a problem but can still be remedied by rearranging the lessons to give enough time for the competencies to sink in.

There must be intervention materials to be developed for use by pupils in the competencies of least mastered skills by pupils. Parents have to participate in the learning of their children by follow up.