Teaching Practices in Early and Primary Mathematics: A Phenomenological Study of Kindergarten and Grade 3 Instruction at Villa Cruz Elementary School

Authors

  • Editha Nuñez Northeastern College Author
  • Dr. Matronillo Martin Northeastern College, Santiago City, Philippines Author

DOI:

https://doi.org/10.64358/0s565y25

Keywords:

: teaching practices, lived experiences, constructivist, value learner-centered pedagogy

Abstract

This phenomenological study explored the lived experiences of Kindergarten and Grade 3 teachers in implementing mathematics instruction at Villa Cruz Elementary School. Grounded in constructivist learning theory and developmentally appropriate practice, the study examined how teachers experience, interpret, and enact mathematics teaching across early and primary grade levels (Bruner, 1966; Vygotsky, 1978). Data were collected through in-depth semi-structured interviews, classroom observations, and reflective narratives. Phenomenological analysis revealed four essential themes: (1) mathematics as play and exploration in Kindergarten, (2) tension in transitioning to formal mathematics in Grade 3, (3) negotiating the concrete–abstract shift, and (4) instructional discontinuities across grade levels. Findings indicate that although teachers value learner-centered pedagogy, curricular pacing and assessment pressures constrain instructional coherence. The study underscores the importance of vertical alignment and reflective collaboration in strengthening early mathematics education in support of Sustainable Development Goal 4 (UNESCO, 2016).

 

 

 

 

 

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Published

2026-03-31

Issue

Vol. 2 No. 1 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles