Kindergarten Teachers’ Experiences on Learners with Challenges in Numeracy Skills

Authors

Darlin B. Hermoso, Michelle C. Calimpong

Abstract

This study explored Kindergarten teachers’ lived experiences in supporting learners with delayed numeracy skills in selected public elementary schools in Clarin District, Division of Misamis Occidental, during School Year 2025– 2026. Twelve purposively selected Kindergarten teachers participated in semi-structured interviews. Interview narratives were examined through Braun and Clarke’s thematic analysis. Findings documented instructional, emotional, and classroom-management demands; difficulties in identifying and assessing delays; and constraints involving learning resources, professional preparation, and external support. Teachers described the use of manipulatives, play-based and differentiated instruction, remediation, and collaboration with families and colleagues. The findings indicate the importance of developmentally appropriate teaching, sustained assessment support, professional development, and home–school partnerships in strengthening early numeracy and school readiness.

Keywords

assessment; intervention; numeracy; school readiness; Kindergarten teachers