ABSTRACT
This qualitative phenomenological study explored the experiences of teachers and parents in supporting learners’ mastery of basic mathematical facts at Jelicuon Elementary School during the School Year 2025–2026. Findings showed that teachers supported learning through engaging hands-on activities, consistent practice, integration of mathematics into daily routines, and individualized support and remediation. Parents contributed by using practical learning tools, step-by-step instruction, emotional support, patience, and short but regular practice sessions at home. The study also identified challenges such as limited resources, difficulties in sustaining active learning and regular practice, varied learner engagement, and balancing instruction with daily routines. To cope, teachers used motivational activities, provided personalized support, and collaborated with parents, while parents adopted structured sessions, interactive activities, and positive reinforcement. Overall, coordinated school-home support strengthened learners’ fluency, confidence, and interest in mathematics.
Keywords: Teachers’ and Parents’ Experiences, Basic Mathematical Facts, Collaborative Engagement
INTRODUCTION
Mathematics was one of the fundamental subjects in the basic education curriculum, as it equipped learners with critical thinking, problem-solving, and analytical skills essential for their academic growth and daily life (Department of Education (DepEd), 2022). Among the essential foundations of mathematics were basic mathematical facts—such as addition, subtraction, multiplication, and division—which served as building blocks for higher mathematical concepts. When learners mastered these facts, they gained confidence and efficiency in solving more complex problems. However, many students continued to struggle with acquiring fluency in these basic operations, which in turn affected their overall performance in mathematics (Siegler et al., 2021).
The responsibility of reinforcing mathematical learning did not rest solely within the school environment. Teachers played a critical role in introducing and guiding learners toward understanding mathematical concepts through structured lessons and instructional strategies (DepEd, 2022). At the same time, parents served as key partners in extending and reinforcing these learnings at home by providing support, encouragement, and practice opportunities (Tan & Li, 2021). The collaboration between teachers and parents was recognized as a significant factor in improving learners’ academic achievement, as consistent reinforcement of knowledge in both school and home environments helped solidify learning (Epstein, 2020).
Despite its importance, challenges remained. Teachers encountered limitations such as large class sizes, time constraints, and varied learning paces among students (Flores, 2020). Parents, on the other hand, struggled with limited mathematical knowledge, lack of time, or uncertainty about effective strategies to support their children’s learning (Tan & Li, 2021). These challenges highlighted the need to examine and understand the lived experiences of both teachers and parents in reinforcing learners’ mastery of basic mathematical facts.
This study sought to explore the experiences of teachers and parents in their shared role of supporting learners’ mathematical development. By investigating their strategies, challenges, and perceptions, the research aimed to provide insights into how school and home reinforcement could be strengthened to enhance learners’ mastery of basic mathematical facts. Ultimately, the findings were expected to contribute to more effective partnerships between teachers and parents, leading to improved teaching practices, stronger parental involvement, and better learning outcomes in mathematics.
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