Teaching Mathematics under the Matatag curriculum: Challenges and strategies in the Philippine setting

Abstract

This study explored the lived experiences of Grade 7 Mathematics teachers in implementing the MATATAG Curriculum at Ilocos Norte National High School. Using a qualitative phenomenological design, data were gathered from twelve (12) teachers through open-ended online questionnaires and analyzed thematically following Creswell’s (2013) framework. Findings revealed three major categories of challenges—emotional, social, and physical-mental. Teachers experienced stress, workload pressure, fatigue, and limited resources while adapting to new instructional expectations and pacing demands. They also faced difficulties in maintaining collaboration and communication among colleagues and parents. Despite these challenges, teachers exhibited strong resilience and professional commitment by employing coping strategies such as effective time management, collaborative lesson planning, contextualized instruction, and maintaining a positive mindset. These strategies reflect their adaptability and creativity in addressing curriculum changes. The study underscores that teacher well-being, continuous professional development, and institutional support are essential factors for successful reform. Strengthening these areas can empower teachers as key agents of change and ensure the effective and sustainable implementation of the MATATAG Curriculum in mathematics education.