Navigating Diversity of Key Stage 2 Classrooms: Teachers’ Approaches to Problem Solving

Authors

Felsan C. Legaspi

Abstract

This study explored how Key Stage 2 Mathematics teachers navigated learner diversity in problem-solving instruction in Sinacaban District, Division of Misamis Occidental, during School Year 2025–2026. Using a qualitative phenomenological design, the researcher gathered accounts from 15 permanent public-school teachers handling Grades 4–6 Mathematics through in-depth interviews. The findings identified wide differences in learner readiness, foundational numeracy, reading comprehension, confidence, and language proficiency, alongside difficulties in pacing and engagement. Teachers responded through differentiated and inclusive instruction, collaborative learning, contextualized tasks, responsive teaching, and explicit strategy instruction. Six problem-solving strategy groups emerged: visual and representational methods, heuristic and analytical approaches, structured frameworks, cognitive modeling, differentiated scaffolding, and collaborative problem solving. These findings underscore the importance of adaptive instruction and socially supported learning in addressing heterogeneous classroom needs.

Keywords

collaborative learning; differentiated instruction; learner diversity; problem-solving strategies; social constructivism.