Abstract:
This study explored the experiences and challenges of public school elementary teachers in teaching Winaray as a medium of instruction. The qualitative approach using a phenomenological method of research was utilized, and the participants were selected using a purposive sampling technique. The study generated two themes on the experiences of teachers in teaching Mathematics using Winaray language: learner's engagement and enjoyment, and language barrier in mathematics instruction. Meanwhile, two themes emerged on the challenges of teachers in teaching Mathematics using Winaray language: difficulty in translating complex math terminologies, and low learner's mathematics comprehension. Incorporating a multilanguage approach for teaching mathematics, especially to elementary-level learners, could have numerous benefits as learners can be more adept at learning multiple languages simultaneously. Personalized mathematics instruction based on learner interests and understanding, continuous refinement of mathematics curriculum for primary learners, and enhancing math instruction through diverse teaching strategies could also be considered to ensure the quality of teachers' classroom instruction and the learners' understanding of mathematics.
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