This phenomenological study examined the journey and reflections of intermediate mathematics teachers in far flung areas of the District of Malinao, Aklan. Specifically, it aimed to document and analyze the experiences, coping mechanisms, and insights of intermediate mathematics teachers. To know their insights about these themes, nine (9) teachers from three (3) far-flung were selected based on the data gathered from the District Office. The data were gathered through a researcher-made interview guide that was validated by the jury composed of four experts, one school head, one teacher major in English for the grammar, one Mathematics District coordinator and the researcher’s thesis adviser. After the data gathering, the transcribed and analyzed data revealed that teachers in far flung schools need help to ease the problems they encountered in teaching due to limited resources, distance, and poor level of macro-skills in learners. Because of these findings, an upskilling program for teachers in far flung areas was recommended to help in the teaching-learning process. The proposal is a five-day program focused on how to help the teachers in far-flung areas on the difficulties they encounter. This includes education for all, teaching strategies in intermediate mathematics, contextualized teaching, instructional materials in intermediate mathematics, and tapping the LGU and NGO for help.
Lived Experiences, Intermediate Mathematics, Upskilling Program, Far flung Areas
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
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Cite this article:
Basister Jr., A.I. & Motus, R.H. (2023). Lived Experiences of Teachers Teaching Intermediate Mathematics in Far Flung Areas. Industry and Academic Research Review, 4 (1), 206-209.
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