Mathematics 5 Instruction in Aritao 1 District, Schools Division of Nueva Vizcaya: Lens on the Perceptions and Experiences of Teachers

Teaching mathematics is crucial for developing students' skills in numeracy, logical reasoning, critical thinking, and problem-solving, which are important for both school and daily life. This study examined Mathematics 5 teaching in Aritao I District, Schools Division of Nueva Vizcaya, based on teachers' views and experiences. A quantitative descriptive survey was conducted with all 27 Mathematics 5 teachers from 14 public elementary schools. Data were collected using a structured questionnaire created by the researcher and analyzed using frequency, percentage, and weighted mean. The results showed that teachers strongly agreed with the main principles of Mathematics teaching, with an overall weighted mean of 4.40. The most essential learning competencies were fully implemented throughout the year, with an average of 4.73. Learning delivery methods were seen as very effective, with an average of 4.92. Instructional practices and resources were also rated very effective, especially digital instructional materials (5.00), strategies (4.99), print materials (4.92), assessment tools (4.87), and teaching methods (4.60). Support from administration and supervision was also rated very effective (4.96). Despite these positive conditions, teachers noted moderately serious challenges, such as limited parental support, community involvement, and instructional resources. Interventions to address these challenges were seen as very effective (4.96). The findings suggest that effective Mathematics 5 teaching is supported by curriculum implementation, diverse teaching methods, sufficient learning resources, strong leadership, and responsive interventions. It is recommended to enhance parent-community involvement, professional development, and resource provision to maintain and improve Mathematics teaching in the district.