A Phenomenological Exploration on the Comparison of MATATAG and K-12 Curricula: Mathematics Teachers’ Perspective in Focus

This phenomenological research sought to investigate the experiences, coping methods, and perspectives of mathematics educators who have teach both MATATAG and K–12 curricula. Through purposive sampling, educators experienced in teaching both curriculums were chosen and took part in detailed interviews. Thematic analysis indicated that educators perceived the MATATAG curriculum as more effective and manageable because of its organized content and the presence of lesson examplars, though time limitations continued to pose an obstacle. Though the two curricula share similar objectives and skills, MATATAG highlights critical thinking more prominently. To manage the transition, educators utilized coping techniques like relating lessons to real-world scenarios, collaborating with peers and school leaders, performing meaningful assessments, using diverse teaching approaches, and engaging in professional growth activities. Their perspectives highlighted the significance of comprehensive learner growth, adaptable and varied teaching methods, and ongoing professional advancement. The research finds that robust institutional backing and ongoing capacity development are crucial for effective curriculum execution and enhanced learning results during educational reforms.