Engagement to Numeracy: Enhancing Problem-Solving Skills of Grade One Pupils

Abstract

This study revealed the teaching strategies of teachers engaging their pupils in numeracy. It aimed to draw significant information on the strategies, challenges, coping mechanisms, and insights of teachers in enhancing their pupils’ problem-solving skills.  There were eight (8) teachers of Sirawan Elementary School, Binugao District, Division of Davao City, who participated in the study.  This study made use of a phenomenological approach to extract the ideas of the participants. The in-depth interview was employed to gather information with regard to their respective experiences. Using the thematic analysis, the following themes emerged: the strategies of teachers engaging their pupils in numeracy to enhance problem-solving skills delved into real-life applications, collaborative learning, and scaffolded learning. The coping mechanisms of teachers in addressing challenges captured the themes: cultivating a growth mindset culture, understanding individual learning styles, and offering constructive feedback. The insights drawn from the findings of the study focused on tailoring instructional approaches, empowering professional development, and monitoring and assessment strategies. Educators should integrate numeracy concepts into the early curriculum, fostering a strong foundation for future mathematical learning. Early exposure to numeracy paved the way for improved problem-solving abilities, enabling students to approach complex mathematical problems with confidence. To make this study meaningful, publication in a reputable journal is essential.