Effective teaching strategies to address numeracy gaps in struggling learners

Abstract

This study investigated the effective teaching strategies employed by elementary mathematics teachers in addressing numeracy gaps among struggling learners in selected private schools in Laoag City, Ilocos Norte, and Sanchez Mira, Cagayan. Anchored on constructivist and learner-centered learning theories, the research sought to identify the specific numeracy difficulties experienced by learners and the pedagogical practices teachers adopt to address them. Using a descriptive research design, the study involved ten (10) elementary mathematics teachers who participated through an online questionnaire consisting of structured checklists and open-ended questions. Both descriptive statistics and thematic analysis were applied in interpreting the data. Results revealed that learners frequently experience difficulties in fractions, decimals, basic operations, and word problem solving, often arising from weak number sense, poor conceptual understanding, and limited ability to apply mathematical ideas to real-life contexts. Teachers addressed these gaps using visual aids and manipulatives, gamified and technology-based instruction, peer tutoring, remediation, differentiated teaching, and contextualized learning tasks. These adaptive and learner-centered approaches were found to enhance engagement, comprehension, and confidence in mathematics. The study concludes that inclusive, evidence-based, and contextually relevant strategies play a vital role in improving numeracy performance. It recommends sustained professional development for teachers, early diagnostic interventions, strengthened home–school partnerships, and integration of technology-enhanced instruction to promote equitable and lasting numeracy improvement in Philippine education.