Demystifying Math Skills through the Lens of National Mathematics Program: A Phenomenology

This study explored how the National Mathematics Program (NMP) was implemented under the MATATAG curriculum in Kapalong. This approach was suitable because it examines the personal experiences and insights of teachers. The study aimed to understand how teachers handle and perceive the implementation of the NMP. It focused on their experiences, coping methods, and views on the program's effectiveness. Ten teachers were selected for the study. All were elementary teachers currently implementing the NMP under the MATATAG curriculum, regardless of their years in teaching. Five were involved in detailed interviews, while the other five participated in a focus group discussion. Thematic analysis revealed challenges such as insufficient resources, difficulties in student learning, a lack of training for the new curriculum, and limited instructional time. To address these challenges, teachers used interactive strategies, relied on peer support, created their own materials, and integrated technology. Their insights pointed to the need for more learning time, improved support from schools, ongoing professional development, and closer collaboration among teachers. These findings offer valuable insights for enhancing curriculum implementation and better supporting teachers in mathematics instruction.