FUNDAMENTAL UNDERSTANDING OF

MATHEMATICAL PROBLEMS: CHALLENGES

AND BREAKTHROUGHS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 190-201
Document ID: 2023PEMJ1050
DOI: 10.5281/zenodo.8241222
Manuscript Accepted: 2023-11-8
Psych Educ, 2023, 12: 190-201, Document ID:2023 PEMJ1050, doi:10.5281/zenodo.8241222, ISSN 2822-4353
Research Article

Fundamental Understanding of Mathematical Problems:

Challenges and Breakthroughs
Carol L. Libradilla*, Franco A. Derequito, Deanna Dawn T. Derequito, Cyril A. Cabello
For affiliations and correspondence, see the last page.
Abstract
Mathematics anxiety has a greater influence on mathematical tasks that need more processing resources. This
study examined the reasons why most of the learners suffered the nature of the subject Mathematics. Various
studies were conducted on these problems and there are a lot of recommendations and applied by the teachers
but there are still students who are suffering mathematics. However, there is no specific study on a chain of
difficulties and challenges that will never end in mathematics. This study utilized Phenomenology as its research
design capturing the phenomenon on the difficulty of understanding math concepts. This study used purposive
sampling as a technique in getting the number of participants in reference to data saturation. There were 20
participants from the Grade 7 students in Lucila C. Yared National High school who have suffered Mathematics
subject as a subject matter. After interviewing them, the gathered data was analyzed using the appropriate
analysis indicated in the study which is a descriptive analysis tool. The researchers generated 3 themes from the
gathered data and these are the following: Interest, Struggle and Capacity. Each of these themes shows students’
difficulties and Skills that needs to be developed. Researchers recommend intervention and remediation to the
students who are struggling in this subject and more studies to address this kind of situation.

Keywords: mathematics, anxiety, difficulties, skills, academic achievement

Introduction alone and Mathematical difficulty plus Reading

difficulty can be somewhat muddled, particularly
The Education Sector and its constituents are facing when it comes to cognition and executive functions.
challenges even greater than before, arising issues and The following could be the reason of having
concerns are getting inevitable and solutions are mathematical difficulties, processing speed and
getting harder to define. Learners being the center of working memory deficiencies are the most prominent
the educational system are being exposed to different and consistent cognitive indicators of arithmetic
influences that are detrimental in their ability to learn, difficulty the cognitive deficits associated with
in their development of skills and in the way they mathematical difficulties and the numerical-processing
perceive life. The COVID-19 Pandemic even made the deficiency are mostly independent of one another and
situation worst, the Modular modality in the delivery challenges in mathematics might be a separate
of the curriculum seemed not offered the best results construct with variety expressed in its subtypes and
(Abucejo et al., 2022; Mangubat et al., 2022). These age (Peng, et al., 2018). Feedbacking is significant
study focuses on the deteriorating competence and after mathematical practices since it has the potential
skills not only in the fundamental understanding of benefits to the students, thus, with the absence of
mathematical problems but also with literacy. feedbacking, there will be a higher level of mastery
According to the study of Nickerson et al. (2017), the (Fyfe & Johnson, 2017; Segarino et al., 2022).
teachers in secondary level who have the skill in
observing the learners’ mathematical thinking since Math requires a lot more work than other courses to
they believe that these teachers are expert on it, that master since it frequently uses multi-step processes in
they could help encourage their students' arithmetic solving mathematical problems. Literacy is also a big
performance and understanding. Basically, all are a part in solving mathematics in order to understand
part of the chain of difficulties and challenges our mathematical problems. Among all social and
learners and teachers are facing (Cabello, 2022; linguistic background elements, language competence
Yamon et al., 2022). It will be the intention of these has the strongest correlation with mathematical
study to find out why such problem/s keeps on achievement (Prediger et al., 2018). Some students
repeating even though strict measures in the may be diagnosed with a learning disability or
monitoring of classes and innovative instructions are dyscalculia in mathematics, whereas others may
already in place. perform at or below grade level in mathematics
without a disability diagnosis (Nelson & Powell,
According to the study of Powell et al. (2019), the 2017). There are positive direct correlations between
performance of students with Mathematical difficulty- students' perceptions of closeness and both self-
regulation categories, and a negative direct correlation

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Research Article

between students' perceptions of conflict and task- school mathematics achievement was significantly
orientation. However, through task-orientation and influenced by both instructors' views of students'
metacognition, it was impossible to establish any links preparedness to learn and students' perceptions of their
between closeness and conflict and students' teachers' effectiveness (Kearney & Garfield,
proficiency in fundamental math and reading skills 2019). The objective on this research to have a study
(Zee & Bree, 2017). Academic achievement in on the never-ending challenges that the teachers are
arithmetic and reading, especially in the early years of facing in teaching mathematics. This will be observed
school, was significantly and favorably correlated with on a Grade 10 students. The researchers will try to
fine motor skills. Additionally, there were strong determine, based on the findings from an interview, to
positive correlations between academic achievement know how to address this unending problem in
and various gross motor skills, including quickness Mathematics subject.
and immediate, smooth and efficient use of upper-
limb, and all other skills (Macdonald et al., 2018)
Literature Review
The problem of the teacher to the students who have
mathematical deficiency will never end. But it is The related literatures describe some things related to
important for us to know the reasons and causes to this this study. All of these has different results from their
problem (Perez et al., 2022). The Pathways to research with almost the same problem. These are
Mathematics paradigm has been expanded to include included since it provided detailed information related
patterning, which offers new insights into the variety to the terms on this research. It also gives specific
of cognitive precursors associated with young information that very important to consider.Nowadays,
children's arithmetic development (Di Lonardo Burr, et most of our works are into digital system (Ando et al.,
al, 2022). Except for the elaboration component, 2022; Bahinting et al., 2022). We have a variety of
participants who fell into the category of high ability teaching methods and approaches to use for the
in mathematics did not display issues with features of learning progress of the students. Most especially that
fluency, flexibility, and originality. It can be seen from COVID-19 came into our lives that changes
the stages in their less structured, comprehensive, and everything and it affects the education of our learners.
systematic solutions, notably for the first problem, that All facets of our lives have seen profound
students with intermediate mathematical aptitude still transformations as a result of this pandemic. Old
had trouble grasping mathematical problems techniques in education were severely affected with
(Puspitasari, et al., 2018). social alienation and restricted movement laws
(Pokhrel & Chhetri, 2021; Cabello et al., 2021).
The involvement and performance of students can be Technology plays a big part of our lives during
raised using a low-cost intervention that addresses pandemic. It helps every establishment to continue our
their mindset (Bettinger et al., 2018; Ugbamen et al., works and communications since face-to-face are
2022). As implied by its name, the "flipped" classroom prohibited.
model is a novel organizational structure for the
teaching and learning paradigm (Cariaga et al., 2022; Covid 19 has a huge impact on educational system.
Pableo et al., 2022) that represents a pedagogical shift Education is one of the numerous industries affected
from the conventional academic process by having by the COVID-19 epidemic since the current practice
students interact with the material outside of the "four- of pupils sharing spaces in physical classes is thought
wall classroom confines” (Lopes & Soares, 2018). We to be too unsafe (Ahmadon, et al., 2020). Students
face a lot of challenges today in improving the found it difficult for them to understand what is in
performance of the students in mathematics subjects, their modules all by themselves. This has shifted the
there are a lot of questions with regards to the focus to utilizing eLearning platforms and tools for
development of the students’ mathematical efficient student participation, which may have
conceptions and thinking, how to motivate learners in constraints for many students in terms of accessibility
this subject, how to achieve high performance of the and expense (Rashid & Yadav, 2020). Through digital
students, and how to make them feel that mathematics transformation, which presents both benefits and
is enjoyable, interesting and important (Fouze & Amit, difficulties, the pandemic has enhanced our usage of
2017; Olleras et al., 2022). Students' mathematical technology in our personal and professional life (Dey
achievement was improved when a realistic et al., 2020). Electronic learning is significant, long-
mathematics education approach was used, but term learning from the viewpoint of the teacher,
attitudes toward mathematics were not changed student, and parent, but good cooperation between and
(Zakaria & Syamaun, 2017). The variation in middle teachers and parents are necessary, vigilant oversight

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Research Article

learners' behavior to point out and combat their representation are critical mathematical skills to
potentials determined by the shifting nature of learning master. Students must possess both conceptual
and in real world (Lunesco et al., 2020). According to understanding and representational skills in order to
one theory, there are numerous challenges for learning solve mathematical issues (Kowiyah et al., 2019).
to occur with the deployment of e-learning, Front-line instructors' issues with fragmentation and
particularly in Mathematics subject (Irfan et al., 2020). superficiality are caused by the general system theory's
Teacher in different subjects found it difficult for them lack of integration with mathematical instruction (Yi et
to deliver their lessons to the students most especially al., 2019).
in mathematics subject because in this subject, it
should be taught step-by-step. That is why Covid 19 In the study of Acharya (2017), the regular assessment
brought a big challenge to the students as well as to the system in schools, teachers' inability to connect new
teachers. mathematical concepts to previously learned
mathematical structures, concern in mathematics, math
Since then, before pandemic, Mathematics subject is is viewed negatively, economic circumstances of the
already a problem to the mathematics teachers. Until people and backgrounds in education, and the major
pandemic came to our lives, it adds up to the challenge reasons why studying mathematics is difficult are
of the mathematics teachers on how to deliver their issues with the school management structure. Math
lessons to the students. It was evident from the way difficulties were prevalent among students, challenges
professors presented mathematical problems, in understanding the language of questions, difficulties
questions, and directions as well as their responses to with appropriately using mathematical processes, and
student queries that remote mathematics learning was trouble working on topics including a lot of formulas
still primarily controlled by a rigid or less participatory (Netson & Ain, 2022). Mathematics difficulties that
learning environment (Wahyuningrum et al., 2020). students have, brought on by both internal and external
Students are more likely to experience math-related factors. For internal factors, the cause of students'
cognitive anxiety when working on problems that are difficulty in learning mathematics is a lack of interest
particularly challenging. Low self-efficacy levels in in their studies. For external factor, the most important
students put them at risk for learning difficulties, factor hindering students’ learning is their social
especially when it comes to the use of mathematics in environment (Yuberta et al., 2022). According to
context (Ardi et al., 2019). The intensity of (Sariningtias et al., 2020), the following are the reason
interventions can vary, from whole-class strategies that why students have difficulties in mathematics subject,
account for individual differences to small-group and (a) having trouble in understanding the question of the
time-limited individual interventions to prolonged given problem, (b) finding it tough to interpret the
individual interventions (Dowker, 2017). mathematical symbols and to locate the problem's
keywords, (c) having trouble in the transformation of
In the study of (Hamukwaya & Haser, 2021), for the the problem, (d) completion of the problem. Parents,
documentation of from the improved program of the instructors, and students must all contribute
teachers in education, the ideas and methods that the significantly to an increase in the pass rate as vital
program might highlight and possible modifications to players and sources of a healthy environment,
these opinions within the first year of teaching, the respectively. There are many factors to take into
opinions of math instructors and teacher educators account for students who are struggling in math. These
regarding the difficulties in learning mathematics were factors include teachers who don't connect new
looked into. Mathematics teachers Participants thought mathematical concepts to previously learned
that students' knowledge and beliefs were the main mathematical structures, math anxiety, a bad attitude
cause of mathematics learning difficulties (MLD). toward math, the state of the economy and their
Personality type affects learning difficulty as well educational backgrounds, the way the school is
because behavior is what one can really notice about a managed, lack of facilities, or lack of a regular
person (Karimah et al., 2018). Students' ability to assessment mechanism (Acharya, 2017).
answer mathematical issues is greatly aided by
mathematical relationships. Students' troubles making Mathematics teachers uses different methods in
connections in mathematics can make it difficult to teaching mathematics just to address the problem of
solve problems (Jailani et al., 2020). Students typically the most students having trouble in learning
indicate that they find it challenging to comprehend mathematics. The improvement of learner outcomes is
the problem and to find the formula or theorem that largely influenced by teaching methods and
would allow them to solve it (Wijayanti & Abadi, assessment procedures (Umugiraneza et al., 2017). Bar
2019). Both conceptual comprehension and modeling is a useful technique for improving learners’

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Research Article

precision when solving arithmetic word problems and learners' arithmetic performance could lower the
their capacity for applying cognitive techniques to the performance of the students in mathematics (Zhang et
issues (Morin et al., 2017). Students performed better al., 2019).
when the learning in incorporated with a method for
systematic problem solving based on Polya's approach However, data from laboratory studies and extensive
(Lessani et al., 2017). Both teachers and students must worldwide assessments point to the need to take
become accustomed to and gain expertise with arithmetic anxiety into account when attempting to
interactive teaching approaches for the mathematics raise math achievement (Foley et al., 2017).
lesson (Gaybullaevna, 2021). According to (Gresham Implementation of spatial reasoning curriculum helped
& Burleigh, 2018) It is advised that teachers of the students perform better in math and with their
mathematics techniques courses implement reform- spatial abilities (Lowrie et al., 2017). Refining math
based constructivist teaching strategies in their classes. performance and math attitudes of the learners could
In addition, teacher educators must carefully assess the help them to have a long-lasting, positive impact in
type of classroom and learning environment they math (Gunderson et al., 2018). Intervention calls for a
create in mathematics techniques courses, as well as methodical screening and repair technique that has
their attitudes and dispositions toward mathematics. developed with more evidence-based literature (Soares
et al., 2018). According to the study of (Brisson et al.,
Students with learning disabilities and mathematical 2017), in comparison to the control condition, pupils'
difficulties who received math interventions do better self-efficacy regarding their schoolwork was higher.
in math (Litendra, et al., 2017). For teaching Early and contemporaneous spatial skills' contribution
mathematics, video games are effective strategy to use to mathematics achievement at age 7 highlights the
(Tokac, 2019). The intervention's effects on students possibility of spatial skills as a novel target in the
with Mathematical Deficiency Plus Reading design of mathematics treatments for children in this
Deficiency were stronger than those on students with age (Gilligan et al., 2017).
Mathematical Deficiency Alone, although they were
less consistent (Powell et al., 2019). Intervention Mathematical learning can be supported through
model type, group size, and measure type influenced comparison, which is a fundamental cognitive function
the effects of Tier 2 treatments in mathematics (Durkin et al., 2017). To assist math teachers in
(Litendra et al., 2020). Pupils with Mathematical reflecting on and analyzing classroom interactions
Deficiency had higher rates of externalizing and without the immediate pressures of instruction, many
internalizing behaviors as compared to students video-based applications have been created (Sherin &
without Mathematical Deficiency (Benz et al., 2020). Dyer, 2017). One of the most challenging types of
For mathematics intervention, schema-based transfer issues that math students encounter is word problems
instruction intervention effects were greater than those (Verschaffel et al., 2020). Understanding a problem as
for schema-based instruction, strategy teaching, and well as solving it is just as important for understanding
other types of interventions (Lein et al., 2020). the importance of mathematics. Many people think
that having strong problem-solving skills makes it
The effectiveness of the students' arithmetic learning is simpler for them to handle difficulties in their daily
influenced by a variety of factors, including their lives. Problem-solvers are self-assured, creative, and
attitude toward math, the teachers' teaching methods, independent thinkers. (Özreçberoğlu & Çağanağa,
and maybe the school's environment (Manzana, 2019). 2018). Mathematics is a body of abstract knowledge
Compared to Mathematics Anxiety assessed with with applications in society that are not always clear. It
eith er an a f f e c t i v e d im e n s io n so lely or is not merely applied mathematics (Dahl, 2017).
mixed/unspecified dimensions, Mathematics Anxiety
having both cognitive and affective dimensions Students' difficulty in mathematics are caused by low
revealed a higher negative connection with the of comprehension in a given problem (Priyani &
performance of the learners in mathematics (Namkung Ekawati, 2018). Literacy in mathematics is one of the
et al., 2019). Realistic mathematics instruction has essential life skills. That is why, in school, the teaching
been shown to be beneficial at raising students to in mathematics should promote literacy and improve
achieve cognitive and problem-solving skills, students' capacity to utilize and apply math in real-
according to several studies (Laurens et al., 2017). world circumstances or issues (Sumirattana et al.,
Parental math problems and attitude are predecessors 2017). When we consider mathematics' function in
to their learners’ arithmetic problems and attitude, modern culture, we can see that it is both omnipresent
which in turn affects how well their learners do in and invisible. Given that mathematics is the foundation
math (Soni & Kumari, 2017). It has been said that the of what computers perform, mathematics' importance

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Research Article

develops along with that of technology (Gravemeijer Students nowadays are expert in technology and the
et al., 2017). students, especially those from use of internet is already part of their lives. It is very
underrepresented groups, as numerically incapable important to the parents and teachers to guide students
rather than as sense-makers whose insights should in this digital world. Technologies like cellphones,
serve as the foundation for further learning (Louie, computers, tablets and others could help students in
2017). To fully describe the professional competencies their studies with a proper guidance of their parents.
of teachers, cognitive and contextual approaches are Since most of the students found mathematics as a
required (Kaiser et al., 2017). Although many student very difficult subject of all, their cellphones could help
instructors saw mathematics as primarily a static them by searching for tutorial on hoe to answer such
system, their opinions of the objectives of mathematics problem given by the teachers. Aside from the
teaching and learning included elements from all four knowledge they’ve got from their teachers, they could
approaches (Viholainen et al., 2017). Even when get another way on how to solve problems in
teachers took responsibility for their students' mathematics through the use of internet. Although
education by explaining students' difficulties in terms most of the students nowadays are inattentive most
of instructional opportunities, they did not always especially in math subject because they found the
respond in ways that would allow students to subject boring, it is important for the teachers to look
participate significantly in demanding mathematical for another way, or different strategies in teaching
activities (Jackson et al., 2017). One of the main mathematics. It is also important to relate mathematics
activities in schools is responding to mathematical lesson in the students real life situations so that they
problems. The mathematical content, procedures, and would be able to understand the sue of mathematics
character of mathematical inquiry that take place in and its importance. It is essential to the students to
classrooms are determined by the problems that apply mathematics in their day to day life so that they
teachers choose, and this influences the development would be able to remember the things they have
of mathematical abilities and attitudes (Leavy & learned in the classroom. The never-ending problem of
Hourigan, 2022). the teachers about the mathematics difficulties of the
learners will never stop but it is important to know the
To promote their future success in mathematics and causes on this problem.
mathematics-related disciplines in upper grades and
beyond, students' improvement of relevant and Methodology
effective ways of learning, doing, and comprehension
in math subject for the elementary school is crucial
(Chapman, 2017). Teachers have a crucial role in Research Design
creating assignments that are appropriate, helping
students connect their artifact works to what they have Phenomenological qualitative research design was
learned in mathematics, and organizing instrumental used for this study in order to know the students’
origins in a thoughtful manner. While some teachers experiences in their mathematics subject whether it to
kept a strong emphasis on technology, other teachers address the unending problems in the Mathematical
saw opportunities for mathematical instruction when difficulties. The researchers conducted an interview
pupils encountered technological or mathematical with grade 7 students for data collection.
difficulties (Hollebrands & Okumus, 2018). Primary
mathematics teachers who focused on teaching Sampling Technique
numbers and operations shown more expertise in these
This study uses purposive sampling technique that
subjects, had more encouraging attitudes toward
carefully look into the qualifications of the included
students studying math, and frequently expressed
participants. The sample had a total of 20 respondents
beliefs about teaching and learning that were more
in the survey. The questionnaire contains five
student-centered (Kutaka et al., 2017). through the
questions.
prism of "resources," we might better grasp what
proficiency in mathematics instruction can entail and Participants
how to cultivate it (Pepin et al., 2017). Adequate
historical knowledge among instructors is necessary There was a total of 20 respondents in this study.
for an effective introduction of history in the These are all Grade 7 learners from Lucila C. Yared
classroom and mathematicians have long been National High School, Caluy-ahan, Cambagahan, Bais
interested in incorporating mathematical history into City, Negros Oriental, Philippines. These students
their lessons (Furinghetti, 2019). were ranked from 28 students in the class. We ranked

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them because the researchers’ target are those students level of awareness on how they play their role as
who really are suffering mathematics subject. students with learning difficulties and how they
happened to be one.Aggregating formulated
Instrument meaningful words into theme clusters and themes
enables us to create a line-up of information. Finding
For the qualitative data, the instrument used are semi- out what data is crucial to the study and what is not.
structured interview guide question made by the This sets the direction or bearing for the analysis in
researchers. Questionnaire are usually common in data finding out the truth why such learning difficulties
gathering (Boparai et al., 2018). Choosing an occur in a particular group of students.
appropriate sample size for open-ended questions
mostly depends on personal preference and identifying Developing an exhaustive description of the
the point at which little new information is revealed phenomenon’s essential structure or essence is
(Weller et al., 2018). important so we can have a clear picture of all the
factors at play. As to our study it involves a group of
Data Gathering students having difficulty in learning mathematics in
p ar ticu lar worded problems that requires
A letter was created and authorized in to acquire comprehension and mastery of basic mathematical
consent from the proper authority to collect data. The skills. All this happening within the learning
researchers requested authorization by letter in to environment of Lucela T. Yared Memorial High,
gather data for their study. The researchers used Grade VII Junior High School Class with the external
emails, smart phones, and laptops to record the voices influences found in their respective communities and
and responses of the participants. home. The values that they develop within the family
and the strong peer group influence also part of the
After all the questionnaires had been answered and situation. Within this bubble we see interactions
data gathered, the questions, answers, and findings among key players of the learning process; the school
were examined. Each participants response was manager, the teachers, the students, and the parents.
encoded and re-examined to find out overall and Common to all are the extensive farmlands
reoccurring themes, common notions and keywords surrounding school community and their experience as
that are relevant in stablishing patterns that would members of a farming family. The issue of learning
direct us to draw a conclusive result. These results difficulty in mathematics is not exclusive to the Grade
would then be analyzed then utilized in coming up VII Junior Class of Lucela T. Yared High school but
new instructional strategies that would fit the learning also with all other grade levels throughout the Schools
needs of the participants. Division of Bais City, the study is essential. Finding
out common causes, reasons, situations and values that
Data and Analysis affects our participants could be of help in bridging the
gaps within the learning process.
In qualitative data analysis, Colaizzi’s Descriptive
analysis was used the answers of the participants are
collected, arranged, and presented in through themes Results and Discussion
that would best categorize their responses. Reading
and rereading the responses gave us a better From the results of the survey, the researcher
understanding of the learning experiences the developed three essential themes: Theme 1:
participants have, and the relative activities that they Attentiveness, Theme 2: Struggle and Theme 3:
have in their co m m unities, families, and Capability. These three themes are shown from the
peers.Extracting significant statements from the Grade 7 students that has these mathematical
participants responses that pertains to the phenomenon problems.
or the lived experiences that influences them how they
perceive their situation as learners. The statements Interest
they made are considered honest and validated through
one-on-one recorded interviews, this will ensure the Maintaining students' interest in mathematics is
reliability and quality of the data.Formulating important, and without interest, student performance
meanings from meaningful words used by the would suffer. (He, 2003) The students' interest is
participants is very important for us during the study, it increased by their curiosity or the subjects they know
made us notice how participants expresses themselves less or more about. Students are more inclined to
in a unique way. Through this one can determine the involve themselves in deep level study of a particular

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subject since they have interest (Entntwistle, 1998; sometimes even though the teacher will translate it, I
Chin & Brown, 2000). The informants were asked how cannot really understand.
much they love or hate Mathematics, here are their
responses: This usually happened in the discussion since the
students cannot understand the terms used in
Participant 1 said that, mathematics. It would be easier for them to understand
(I know that Mathematics is as important as the other if it is translated into their dialect, but sometimes, even
subjects but it’s really not my choice simply because I though it is already translated, they can’t still
find it hard to memorize basic formulas and how much understand the concept or the lesson being taught.
more the complicated ones, I hate it because it’s really
beyond my intellect and skills.) Participant 2 said that,
(Math is difficult for me samot na sa mga signs kay
Content-based challenges were another factor cge kog ka sayop ug unsa ang mga signs ibutang.
contributing to the participants' struggles in math. Maglisod kog sabot samot na sa complicated nga part,
Participants in this theme cited a number of factors, ug maglibog pod ko bisan gi hatag na ang formula).
including too many rules and formulas, detailed Math is difficult especially the signs, these are the
subjects, a high number of subjects and the levels of reason why I always got wrong because of the signs. I
subjects above the level of students' knowledge cannot understand especially in the most complicated
(Guner, 2020). part even if the formula is given)

Participant 2 said that, Couldn’t apply the formula correctly are most of the
(It’s not that I really hated Mathematics that much it’s problem of the students. Even though they would be
just that I don’t have the interest to study and learn able to correctly use the formula, they couldn’t
solving problems in mathematics our teacher gives us continue the process of solving, they sometimes get
because I will end up with headaches all the time.) distracted by the signs, it is the usual mistakes
encountered by the teachers.
According to Mazana et al. (2019) a person's attitude
toward mathematics as an emotional state can be either Participants 3 said that,
good or negative. They also highlighted that the way (Makasabot raman kos math, peru pag abot na sa
that students feel in class and the way that teachers problem solving, kana ganing naa nay situation e
manage and instruct their classes are important hatag, malibog nako, malibog kog unsaon pag solve ug
elements impacting students' like of mathematics. unsa nga formula akong gamiton. Kanang mag test na
me nya tagaan me ug problem solving katong nay
Participant 3 said that, situation, malibog ko dayun maka ingon ko nga wla ni
(I do have interest in Mathematics, I love counting and sa gi discuss ni Ma’am kay tungod lain napod ang
simple basic questions to be answered. But when it situation gi hatag. Peru inig check namo sa answer kay
comes to complicated mathematical problems that pariho ra diay japon sya pag solve sa gi discuss ni
deals with complicated equations my answers are ma’am, wala lang jod ko kasabot.) I can actually
wrong most of the time.) understand basic maths, but, if it is already in the
problem solving part, I really don’t know how to
Struggle answer it and on what formula to use. When the
teacher will give us exam and quizzes, I will be stuck
Most of the problems of the students in mathematics is in the problem solving part and then I can say that
that, they really find the subject difficult, especially these problem was not discussed by the teacher
when it comes to the complicated part of mathematics. because the teacher gave us in the exam a different
Some of the students can understand the lesson, but it situation from the sample situations she gave us on her
takes time for them to internalize the specific lesson. discussions. But if we check the answer of the problem
I can see that it is still the same process from the
Participant 1 said that, discussion of our teacher, I just really don’t understand
(Makasabot ko usahay sa e discuss ni ma’am kung the process.
magbisaya sya pag explain sa amoa kay lisod kaau
para nako sabton ang Math, peru usahay dili jod ko This is usually observed by the teachers that the
kasabot bisan mag Bisaya pa.) Sometime, I can students find it more difficult when it comes to
understand mathematics more if the teacher will problem solving. Sometimes, they can answer if the
discussed it and translate it into Bisaya language given problem is an expression or direct number, or
because it is very hard for me to understand maths but something like they just have to evaluate or simplify.

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Research Article

It is hard for them to understand the given situation of the interest of the subject, slow learner and have the
the problem. problem with comprehension. Literacy plays a big part
of these problems since it is mostly observed by the
Capability teachers that they could only answer mathematics
problems if the teacher will translate it first in their
The capability of the students in doing mathematics own dialect. Moreover, most of the students find this
are important. It is observed in this study the different mathematics subject as boring subject, most of them
skills that need to be developed when they are are not interested, however, it depends on the teacher
answering mathematics. on how he/she deliver his/her lessons to the students to
be more interesting and not boring. Furthermore, this
Participant 1 said that, study recommends intervention and remediation to the
(I can answer simple mathematics but I need more students who are struggling in this subject and more
time to analyze the given problem. It takes more time studies to address this kind of situation. Mathematics
for me to answer a single problem in mathematics.) teachers must undergo more training in order to apply
other strategies and techniques in teaching
Lots of students who are slow learners. Even though mathematics.
they can understand the problem, it take time for them
to solve it.
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4 7 1 -4 8 0 . h t t p s : / / d o i . o rg / 1 0 . 3 10 0 4 / c e n d e k i a . v 3 i 2 . 1 3 7 Department of Education - Philippines
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mathematics education approach on students’ achievement and Department of Education – Philippines
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