Numerical Expertise and Instructional Practices of Teachers in Panabo District

Abstract

The study unfolded the extent of numerical expertise and instructional practices of teachers in Panabo District, Panabo City Division. The study used non-experimental descriptive-correlational research design, where it utilized adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r and Simple Linear Regression Analysis. Findings revealed that teachers’ numerical expertise in terms of importance of teacher-student relationship, importance of student engagement, importance of problem-solving, use of real-world examples and importance of application is oftentimes extensive, while,  instructional practices in the use of manipulatives, differentiated instruction, technology, problem-based learning collaborative learning is moderately extensive. There is a significant relationship between numerical expertise and instructional practices. Indicators of numerical expertise in terms of importance of application, use of real-world examples, importance of problem-solving, importance of student engagement, and importance of teacher-student relationship significant influential over instructional practices. Future research may conduct research to recognize the significance of numerical expertise by prioritizing it in the hiring process and evaluating teachers' performance. During teacher recruitment, assess candidates' mathematical knowledge and pedagogical content knowledge to ensure they possess a strong foundation in numerical concepts. In performance evaluations, include measures that assess teachers' instructional practices and their ability to foster numerical understanding among students.