| dc.description.abstract | It is usual to encounter students with misconceptions about mathematics and with that, teachers ‘competence plays a vital influence in breaking those misconceptions. The purpose of the study is to understand and explore the lived experiences of Mathematics teachers, how they face the challenges they encounter, how they cope with these challenges, and lastly, what teaching strategies they employ. This study is a qualitative method wherein a phenomenological study was employed. The participants of this phenomenological research were generally chosen through purposive sampling. The researchers looked for mathematics teachers from different levels, primary, secondary, and tertiary who have been teaching for at least five years, with a bachelor's degree, master's degree or doctorate degree, and/or has any specialization in teaching Math. The interview was conducted in three different schools herein Davao City. The findings revealed that teachers' lived experiences involved diverse teaching challenges such as students' academic difficulties, learning apathy of the students, and pedagogical challenges. By attending seminars and training, as well as pursuing a higher degree, the participants enhanced their skills for career development. Furthermore, they faced their challenges by having positive outlook and through class consultation and intervention. With the strategy they used to change their students' misconceptions about mathematics, they applied positive reinforcement. In addition, their work passion and self-motivation were the factors that motivated them in breaking those misconceptions. Moreover, they employed varied teaching strategies that will suit the learning style and needs of the students such as explicit instruction, practical work approach, discovery method, reflection, and collaborative effort. Lastly, in breaking the students' misconceptions, the teachers gained personal growth and attained rewarding experiences such as joy and satisfaction. The aforementioned themes when being weaved together serve as great contributors in achieving teachers' competence. | en_US |
