Impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on Numeracy Skills Development Among Key Stage 1 Learners

This phenomenological study examined the impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on numeracy skill development among Key Stage 1 learners at Sorsogon Pilot Elementary School (SPES). Using purposive sampling, 14 teachers participated in semi-structured interviews to share their experiences, challenges, and strategies in teaching mathematics through MTB-MLE. The data analyzed thematically, revealed that MTB-MLE generally improves pupils' understanding and engagement in numeracy by utilizing their native languages. However, challenges such as translating mathematical terminology, learners’ varied language proficiency, and limited familiarity with local number words hinder its effectiveness.