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Feb 23, 2025
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Abstract
Mathematics is a learning discipline disliked by most of the learners in schools. This became more complicated when the learners transi-tioned from face-to-face to modular learning modality during the pandemic, and just recently from modular back to face-to-face learn-ing modality. This study aimed to determine the extent of the chal-lenges encountered by the respondents in teaching mathematics and the academic performance among the pupils. Using complete enu-meration, all Grades 4 to 6 mathematics teachers in Mambajao Dis-trict were used as respondents of the study. Quantitative descriptive research design was employed supplemented with survey question-naire as the main data gathering tool. Appropriate statistical tools were used to analyse the collected data. Results showed that majority of the respondents were females, middle-aged, with at least 11 years of teaching experience, and with units in master’s degree course pro-gram. The respondents had always experienced challenges in teach-ing mathematics to the learners, while the learners had a satisfactory academic performance. There was no relationship between the ex-tent of the challenges encountered by the respondents and the aca-demic performance of the learners. Finally, the study found no signifi-cant differences on the extent of the challenges encountered among the respondents when grouped in terms of age, sex, number of years of teaching, and highest educational attainment. The researcher rec-ommended that future researchers may replicate this work with ad-ditional interesting variables.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Abregana, E. S., Sabacajan, B. T., Morados, A. N., & Nahial, W. L. (2025). Challenges Encountered in Teaching Four Basic Operations in Mathematics and Academic Performance among Pupils. International Journal of Multidisciplinary: Applied Business and Education Research, 6(2), 554-563. https://doi.org/10.11594/ijmaber.06.02.11
References
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Bjuland, R., & Mosvold, R. (2015). Lesson study in teacher education: Learning from a challenging case. Teaching and teacher education, 52, 83-90.
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Darmayanti, R., Sugianto, R., Baiduri, B., Choirudin, C., & Wawan, W. (2022). Digi-tal comic learning media based on char-acter values on students’ critical thinking in solving mathematical problems in terms of learning styles. Al-Jabar: Jurnal Pendidikan Matematika, 13(1), 49-66.
Friolo, R. V., & Mutya, R. C. (2022). Mathemat-ics Teachers’ Perception on Modular Dis-tance Learning: A Phenomenological Study. International Journal of Multidis-ciplinary: Applied Business and Educa-tion Research, 3(9), 1607-1615.
Geary, D. C., Nicholas, A., Li, Y., & Sun, J. (2017). Developmental change in the in-fluence of domain-general abilities and domain-specific knowledge on mathe-matics achievement: An eight-year longi-tudinal study. Journal of Educational Psy-chology, 109(5), 680.
Gueta, M. F., & Janer, S. S. (2021). Distance learning challenges on the use of self-learning module. United International Journal for Research & Technology, 2(07).
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Ibrokhimovich, F. J. (2022). Teaching Mathe-matics in Elementary School: Issues and Solutions. Eurasian Journal of Learning and Academic Teaching, 4, 84-87.
Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self confi-dence. International Journal of Science Education, 31(11), 1529-1562.
Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W. (2014). Strategies and problems encountered by teachers in im-plementing mother tongue-based instruc-tion in a multilingual classroom. IAFOR Journal of Language Learning, 1(1), n1.
Logan, G. D., & Klapp, S. T. (1991). Automatiz-ing alphabet arithmetic: I. Is extended practice necessary to produce automatic-ity?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(2), 179.
Luft, J. A., & Cox, W. E. (2001). Investing in our future: A survey of support offered to be-ginning secondary science and mathe-matics teachers. Science Educator, 10(1), 1-9.
Martens, R., Hurks, P. P. M., Meijs, C., Wassen-berg, R., & Jolles, J. (2011). Sex differ-ences in arithmetical performance scores: Central tendency and variabil-ity. Learning and Individual Differ-ences, 21(5), 549-554.
Mizzi, D. (2013). The Challenges Faced by Sci-ence Teachers When Teaching Outside Their Specific Science Specialism. Acta Didactica Napocensia, 6(4), 1-6.
Mulwa, E. C. (2015). Difficulties Encountered by Students in the Learning and Usage of Mathematical Terminology: A Critical Lit-erature Review. Journal of Education and Practice, 6(13), 27-37.
Murphy, M. P. (2020). COVID-19 and emergen-cy eLearning: Consequences of the secu-ritization of higher education for post-pandemic pedagogy. Contemporary Secu-rity Policy, 41(3), 492-505.
Ocampo, E. N., Mobo, F., & Cutillas, A. L. (2023). Exploring the Relationship Be-tween Mathematics Performance and Learning Style Among Grade 8 Students. International Journal of Multidisciplinary: Applied Business and Education Re-search. 4(4), 1165 – 1172. doi: 10.11594/ijmaber.04.04.14
Organisation for Economic Co-operation and Development. (2010). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I). Paris: OECD Pub-lishing.
Oanh, N. T. K. (2016). Dạy học bốn phép tính với số tự nhiên trong môn Toán ở tiểu học theo hướng phát triển năng lực [Teaching four operations with whole number in Mathematics at primary school according to the competence develop-ment approach][Unpublished doctoral dissertation]. The Vietnam National Insti-tute of Educational Sciences.
Putra, Z. H., Putri, R. I. I., & den Hertog, J. (2011). Supporting First Grade Students Learning Number Facts up to 10 Using a Parrot Game. Indonesian Mathematical Society Journal on Mathematics Educa-tion, 2(2), 163-172.
Rahmah, K., Inganah, S., Darmayanti, R., Sugi-anto, R., & Ningsih, E. F. (2022). Analysis of Mathematics Problem Solving Ability of Junior High School Students Based on APOS Theory Viewed from the Type of Kolb Learning Style. INdoMATH: Indone-sia Mathematics Education, 5(2), 109-122.
Roblon, A. B., Cano Jr., A. C., Miñoza, G. R., Recomo, J. C., Monares, J. T., Arriola, M. A., Polancos, Q. Y., & Mutya, R. C. (2022). Teaching Strategies and Students’ Per-formance in Mathematics in a Borderless Classroom. International Journal of Mul-tidisciplinary: Applied Business and Edu-cation Research. 3 (12), 2498 – 2508. doi: 10.11594/ijmaber.03.12.03
Roussel, J. L., Fayol, M., & Barrouillet, P. (2002). Procedural vs. direct retrieval strategies in arithmetic: A comparison be-tween additive and multiplicative prob-lem solving. European Journal of Cogni-tive Psychology, 14(1), 61-104.
Ruffell, M., Mason, J., & Allen, B. (1998). Study-ing attitude to mathematics. Educational studies in mathematics, 35(1), 1-18.
Saga, E. S., & Agua, B. M. G. (2021). Readiness levels and challenges of secondary math-ematics teachers in implementing modu-lar distance learning in the new nor-mal. Journal of Research, Policy & Practice of Teachers and Teacher Educa-tion, 11(2), 101-123.
Sasanguie, D., De Smedt, B., Defever, E., & Reynvoet, B. (2012). Association between basic numerical abilities and mathematics achievement. British Journal of Develop-mental Psychology, 30(2), 344-357.
Schiuma, G., Schettini, E., Santarsiero, F., & Carlucci, D. (2022). The transformative leadership compass: six competencies for digital transformation entrepreneur-ship. International Journal of Entrepre-neurial Behavior & Research, 28(5), 1273-1291.
Scheibling-Sève, C., Pasquinelli, E., & Sander, E. (2020). Assessing conceptual knowledge through solving arithmetic word problems. Educational Studies in Mathematics, 103(3), 293-311.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. oecd Publishing.
Siegler, R. S., & Crowley, K. (1994). Constraints on learning in nonprivileged do-mains. Cognitive Psychology, 27(2), 194-226.
Tikhomirova, T., Malykh, A., & Malykh, S. (2020). Predicting academic achievement with cognitive abilities: Cross-sectional study across school education. Behavioral sciences, 10(10), 158.
Tundag, S. A. (2014). Problems Encountered by the Grade 2 Teachers in the Division of Dumaguete City in Teaching Mathematics Using Mother Tongue: A Basis For An Ac-tion Plan (Doctoral dissertation, Founda-tion University).
Treffers, A. (1991). Meeting innumeracy at primary school. Educational Studies in Mathematics, 22(4), 333-352.
Xu, C., LeFevre, J. A., Skwarchuk, S. L., Di Lonardo Burr, S., Lafay, A., Wylie, J., ... & Simms, V. (2021). Individual differences in the development of children’s arithme-tic fluency from grades 2 to 3. Developmental psychology, 57(7), 1067.
Van den Heuvel-Panhuizen, M. (2008). Children learn mathematics: A learning teaching trajectory with inter-mediate attainment targets for calcula-tion with whole numbers in primary school. BRILL.
Ventayen, R. J. M. (2018). Teachers’ readiness in online teaching environment: a case of department of education teachers. PSU Journal of Education, Management and Social Sciences, 2(1).
Villani, C., Torossian, C., & Dias, T. (2018). 21 mesures pour l'enseignement des mathématiques.
Zhao, N., Valcke, M., Desoete, A., Burny, E., & Imbo, I. (2014). Differencesbetween Flemish and Chinese primary students’ mastery of basic arithmetic opera-tions. Educational Psychology, 34(7), 818-837.
Al-Sharah, N., Awwad, S., Abd Hamid, J., Shuk-ri, S. M., & Ariffin, I. A. (2021). EFL teach-ers’ perceptions towards English lan-guage teaching during the pandemic: Jor-danian perceptive. Eurasian Journal of Applied Linguistics, 7(2), 171-185.
Anderson, J. R. (2014). Rules of the mind. Psy-chology Press.
Armanto, D. (2002). Teaching multiplication and division realistically in Indonesian primary schools: A prototype of local in-structional theory (p. 309). University of Twente [Host].
Ashcraft, M. H. (1992). Cognitive arithmetic: A review of data and theo-ry. Cognition, 44(1-2), 75-106.
Askew, M., Brown, M., Rhodes, V., Wiliam, D., & Johnson, D. (1997). The contribution of professional development to effective-ness in the teaching of numera-cy. Teacher Development, 1(3), 335-356.
Baroody, A. J., & Ginsburg, H. P. (1986). The relationship between initial meaningful and mechanical knowledge of arithme-tic. Conceptual and procedural knowledge: The case of mathematics, 75, 112.
Baroody, A. J. (1999). The roles of estimation and the commutativity principle in the development of third graders' mental multiplication. Journal of Experimental Child Psychology, 74(3), 157-193.
Bjuland, R., & Mosvold, R. (2015). Lesson study in teacher education: Learning from a challenging case. Teaching and teacher education, 52, 83-90.
Bray, A., & Tangney, B. (2016). Enhancing stu-dent engagement through the affordanc-es of mobile technology: a 21st century learning perspective on Realistic Mathe-matics Education. Mathematics Educa-tion Research Journal, 28, 173-197.
Cockroft, W. (1982). Mathematics counts: Re-port of the committee of inquiry into the teaching of mathematics in schools Her Majesty Stationery Office.
Crooks, N. M., & Alibali, M. W. (2014). Defining and measuring conceptual knowledge in mathematics. Developmental re-view, 34(4), 344-377.
Darmayanti, R., Sugianto, R., Baiduri, B., Choirudin, C., & Wawan, W. (2022). Digi-tal comic learning media based on char-acter values on students’ critical thinking in solving mathematical problems in terms of learning styles. Al-Jabar: Jurnal Pendidikan Matematika, 13(1), 49-66.
Friolo, R. V., & Mutya, R. C. (2022). Mathemat-ics Teachers’ Perception on Modular Dis-tance Learning: A Phenomenological Study. International Journal of Multidis-ciplinary: Applied Business and Educa-tion Research, 3(9), 1607-1615.
Geary, D. C., Nicholas, A., Li, Y., & Sun, J. (2017). Developmental change in the in-fluence of domain-general abilities and domain-specific knowledge on mathe-matics achievement: An eight-year longi-tudinal study. Journal of Educational Psy-chology, 109(5), 680.
Gueta, M. F., & Janer, S. S. (2021). Distance learning challenges on the use of self-learning module. United International Journal for Research & Technology, 2(07).
Hill, H. C., Sleep, L., Lewis, J. M., & Ball, D. L. (2019). Assessing teachers' mathe-matical knowledge: What knowledge matters and what evidence counts? Jour-nal for Research in Mathematics Educa-tion, 50(4), 390-423.
Ibrokhimovich, F. J. (2022). Teaching Mathe-matics in Elementary School: Issues and Solutions. Eurasian Journal of Learning and Academic Teaching, 4, 84-87.
Kind, V. (2009). A conflict in your head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self confi-dence. International Journal of Science Education, 31(11), 1529-1562.
Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W. (2014). Strategies and problems encountered by teachers in im-plementing mother tongue-based instruc-tion in a multilingual classroom. IAFOR Journal of Language Learning, 1(1), n1.
Logan, G. D., & Klapp, S. T. (1991). Automatiz-ing alphabet arithmetic: I. Is extended practice necessary to produce automatic-ity?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17(2), 179.
Luft, J. A., & Cox, W. E. (2001). Investing in our future: A survey of support offered to be-ginning secondary science and mathe-matics teachers. Science Educator, 10(1), 1-9.
Martens, R., Hurks, P. P. M., Meijs, C., Wassen-berg, R., & Jolles, J. (2011). Sex differ-ences in arithmetical performance scores: Central tendency and variabil-ity. Learning and Individual Differ-ences, 21(5), 549-554.
Mizzi, D. (2013). The Challenges Faced by Sci-ence Teachers When Teaching Outside Their Specific Science Specialism. Acta Didactica Napocensia, 6(4), 1-6.
Mulwa, E. C. (2015). Difficulties Encountered by Students in the Learning and Usage of Mathematical Terminology: A Critical Lit-erature Review. Journal of Education and Practice, 6(13), 27-37.
Murphy, M. P. (2020). COVID-19 and emergen-cy eLearning: Consequences of the secu-ritization of higher education for post-pandemic pedagogy. Contemporary Secu-rity Policy, 41(3), 492-505.
Ocampo, E. N., Mobo, F., & Cutillas, A. L. (2023). Exploring the Relationship Be-tween Mathematics Performance and Learning Style Among Grade 8 Students. International Journal of Multidisciplinary: Applied Business and Education Re-search. 4(4), 1165 – 1172. doi: 10.11594/ijmaber.04.04.14
Organisation for Economic Co-operation and Development. (2010). PISA 2009 Results: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science (Volume I). Paris: OECD Pub-lishing.
Oanh, N. T. K. (2016). Dạy học bốn phép tính với số tự nhiên trong môn Toán ở tiểu học theo hướng phát triển năng lực [Teaching four operations with whole number in Mathematics at primary school according to the competence develop-ment approach][Unpublished doctoral dissertation]. The Vietnam National Insti-tute of Educational Sciences.
Putra, Z. H., Putri, R. I. I., & den Hertog, J. (2011). Supporting First Grade Students Learning Number Facts up to 10 Using a Parrot Game. Indonesian Mathematical Society Journal on Mathematics Educa-tion, 2(2), 163-172.
Rahmah, K., Inganah, S., Darmayanti, R., Sugi-anto, R., & Ningsih, E. F. (2022). Analysis of Mathematics Problem Solving Ability of Junior High School Students Based on APOS Theory Viewed from the Type of Kolb Learning Style. INdoMATH: Indone-sia Mathematics Education, 5(2), 109-122.
Roblon, A. B., Cano Jr., A. C., Miñoza, G. R., Recomo, J. C., Monares, J. T., Arriola, M. A., Polancos, Q. Y., & Mutya, R. C. (2022). Teaching Strategies and Students’ Per-formance in Mathematics in a Borderless Classroom. International Journal of Mul-tidisciplinary: Applied Business and Edu-cation Research. 3 (12), 2498 – 2508. doi: 10.11594/ijmaber.03.12.03
Roussel, J. L., Fayol, M., & Barrouillet, P. (2002). Procedural vs. direct retrieval strategies in arithmetic: A comparison be-tween additive and multiplicative prob-lem solving. European Journal of Cogni-tive Psychology, 14(1), 61-104.
Ruffell, M., Mason, J., & Allen, B. (1998). Study-ing attitude to mathematics. Educational studies in mathematics, 35(1), 1-18.
Saga, E. S., & Agua, B. M. G. (2021). Readiness levels and challenges of secondary math-ematics teachers in implementing modu-lar distance learning in the new nor-mal. Journal of Research, Policy & Practice of Teachers and Teacher Educa-tion, 11(2), 101-123.
Sasanguie, D., De Smedt, B., Defever, E., & Reynvoet, B. (2012). Association between basic numerical abilities and mathematics achievement. British Journal of Develop-mental Psychology, 30(2), 344-357.
Schiuma, G., Schettini, E., Santarsiero, F., & Carlucci, D. (2022). The transformative leadership compass: six competencies for digital transformation entrepreneur-ship. International Journal of Entrepre-neurial Behavior & Research, 28(5), 1273-1291.
Scheibling-Sève, C., Pasquinelli, E., & Sander, E. (2020). Assessing conceptual knowledge through solving arithmetic word problems. Educational Studies in Mathematics, 103(3), 293-311.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. oecd Publishing.
Siegler, R. S., & Crowley, K. (1994). Constraints on learning in nonprivileged do-mains. Cognitive Psychology, 27(2), 194-226.
Tikhomirova, T., Malykh, A., & Malykh, S. (2020). Predicting academic achievement with cognitive abilities: Cross-sectional study across school education. Behavioral sciences, 10(10), 158.
Tundag, S. A. (2014). Problems Encountered by the Grade 2 Teachers in the Division of Dumaguete City in Teaching Mathematics Using Mother Tongue: A Basis For An Ac-tion Plan (Doctoral dissertation, Founda-tion University).
Treffers, A. (1991). Meeting innumeracy at primary school. Educational Studies in Mathematics, 22(4), 333-352.
Xu, C., LeFevre, J. A., Skwarchuk, S. L., Di Lonardo Burr, S., Lafay, A., Wylie, J., ... & Simms, V. (2021). Individual differences in the development of children’s arithme-tic fluency from grades 2 to 3. Developmental psychology, 57(7), 1067.
Van den Heuvel-Panhuizen, M. (2008). Children learn mathematics: A learning teaching trajectory with inter-mediate attainment targets for calcula-tion with whole numbers in primary school. BRILL.
Ventayen, R. J. M. (2018). Teachers’ readiness in online teaching environment: a case of department of education teachers. PSU Journal of Education, Management and Social Sciences, 2(1).
Villani, C., Torossian, C., & Dias, T. (2018). 21 mesures pour l'enseignement des mathématiques.
Zhao, N., Valcke, M., Desoete, A., Burny, E., & Imbo, I. (2014). Differencesbetween Flemish and Chinese primary students’ mastery of basic arithmetic opera-tions. Educational Psychology, 34(7), 818-837.