1Educators of Negros Island Incorporated, Philippines
2Carlos Hilado Memorial State University, Talisay City, Negros Occidental, Philippines
*Corresponding Author: Kerstien B. Trayco; Email: kerstientrayco@gmail.com
Online published on 3 November, 2023.
This study aimed to determine the lived experiences of teachers in teaching contextualized Mathematics to indigenous learners during the new normal education.
Data were gathered through an individual virtual semi-structured interview with two participants who were selected using purposive sampling. The participants were all secondary school teachers who have taught mathematics-related subjects. This qualitative study also utilized a narrative inquiry approach and utilized interview protocol and questionnaires which were validated by three experts. Collected data were then transcribed, analyzed, and explicated using Braun and Clarke (2017) Thematic Analysis.
The major themes derived were: a) challenges encountered by the teachers in teaching contextualized Mathematics, (b) coping strategies from external threats of teachers in delivering contextualized mathematics teaching, and (c) teacher support programs as suggested by the teachers.
Contextualized Mathematics, Indigenous People, Indigenous Peoples Education, New Normal Education
