Exploration of the Teaching and Learning Processes in Mathematics: Basis for Strategic Intervention
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This study investigates the challenges encountered in teaching and learning Grade 5 Mathematics during the initial two quarters of the 2022-2023 school year, with a focus on specific Most Essential Learning Competencies (MELCs). The research, rooted in the Philippine educational context and the challenges posed by the K–12 program, explores the perspectives of both teachers and learners. It identifies challenging MELCs, emphasizing problem-solving, division, fractions, and decimals. Teachers employed strategies such as Learning Action Cell (LAC) sessions and in-service trainings to address these challenges, underscoring the importance of Job-Embedded Learning (JEL) for effective knowledge application in the classroom. The study highlights the need for ongoing evaluation, formative classroom observations, coaching, and mentoring to sustain effective teaching practices. It also draws from the reflective approach of Gibb's Reflective Cycle to systematically address positive and negative aspects of intervention activities. Additionally, the research proposes a strategic intervention program aimed at narrowing learning gaps among Grade 5 learners, incorporating remedial instruction, additional activities, vocabulary enhancement, and parent conferences. The findings contribute valuable insights to the broader goal of improving Mathematics education at the elementary level in the Philippines, aligning with the educational objectives and challenges faced by educators and administrators.
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