Teachers’ Practices and Expertise in Core Intervention Strategies for Non-Numerate Learners: Basis for an Enhancement Strategy

Abstract

This study examined the extent of practice and level of expertise of mathematics teachers and school leaders in implementing core intervention strategies for non-numerate learners in the Schools Division of Las Piñas during School Year 2025-2026. Using a quantitative descriptive-correlational design and total enumeration, the study involved 171 mathematics teachers and 35 school leaders from 13 public junior high schools. Data were gathered through validated researcher-made questionnaires and analyzed using frequency, percentage, weighted mean, standard deviation, t-test, analysis of variance, and Pearson product-moment correlation. Both respondent groups reported high to very high levels of practice and expertise, with school leaders generally assigning higher ratings. Continuous assessment and adjustment was the strongest practice domain, while pedagogical content knowledge and data-driven decision-making were the strongest expertise domains. Most profile variables did not produce significant differences; exceptions involved teachers’ educational attainment in practice, school leaders’ numeracy-training attendance in practice, and teachers’ sex in expertise. Practice and expertise were strongly and positively correlated among teachers (r = 0.878, p < .001) and school leaders (r = 0.819, p < .001). The findings informed NUMERATE+, a targeted enhancement strategy focused on manipulatives, scaffolding, feedback, data use, flexible grouping, and reflective professional collaboration.