EXPLORING STUDENTS’ CHALLENGES IN UNDERSTANDING

MATHEMATICAL CONCEPTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 42
Issue 10
Pages: 1418-1439
Document ID: 2025PEMJ4132
DOI: 10.70838/pemj.421006
Manuscript Accepted: 06-22-2025
 Psych Educ, 2025, 42(10): 1418-1439, Document ID:2025PEMJ4132, doi:10.70838/pemj.421006, ISSN 2822-4353
Research Article

Exploring Students’ Challenges in Understanding Mathematical Concepts

Irene C. Mutia*
For affiliations and correspondence, see the last page.
Abstract
This study is an exploration of students' challenges in dealing with mathematical concepts. Hence, a case study
approach was applied through a triangulation of different data sources. Findings revealed significant difficulties in
solving rational algebraic expressions, systems of linear equations, linear inequalities, and geometric proofs,
underscoring foundational gaps in basic operations, algebraic manipulation, and logical reasoning. Students also
struggled with math anxiety, ineffective instructional approaches, and weak conceptual understanding. To cope, they
sought help from teachers, peers, and family while engaging in independent learning strategies. The study
recommended reinforcing foundational skills, improving instructional methods, and fostering a supportive learning
environment through collaborative efforts among students, teachers, and parents. A teaching-learning framework
called The MATH (Mastery, Application, Tailored Support, and Holistic Engagement) Framework was proposed to
strengthen the skills of the students.
Keywords: mathematical difficulties, math anxiety, instructional strategies, foundational skills, math framework.

Introduction
Mathematics education forms the cornerstone of academic development, providing students with essential skills for navigating various
real-world challenges. However, the journey to mathematical proficiency is often burdened with different obstacles. Primary-level
students encounter unique challenges impacting their grasp of these fundamental mathematical concepts.
One example is the students’ difficulty understanding rational numbers, which hinders their academic achievement and mathematical
growth. Rational numbers are integral to mathematics education, facilitating comprehension of mathematical concepts and their
practical applications. Reyes et al. (2019) examined rational number learning in Philippine primary schools, revealing pervasive
obstacles hindering students’ mathematical development. Proficiency in performing operations with rational numbers and applying this
knowledge in mathematical and real-world problem-solving contexts is essential in Mathematics education.
Meanwhile, the Organization for Economic Cooperation and Development (OECD) reported that socio-economically advantaged
Filipino students (top 25%) outperformed their disadvantaged counterparts (bottom 25%) by 36 score points in mathematics the average
gap of 93 score points between these groups, it still indicates a notable disparity. Interestingly, 12% of disadvantaged Filipino students
demonstrated academic resilience, scoring in the top quarter of mathematics performance, slightly exceeding the OECD average of
10%. This is much truer in the 2019 Trends in International Mathematics and Science Study (TIMSS) conducted by the International
Association for the Evaluation of Educational Achievement, where they reported that the Philippines scored 297 in Math and 249 in
Science (Mullis et al., 2019).
Developing effective strategies to enhance mathematics education in the Philippines will help address the problem of students’
confidence in mathematics. Students’ problem-solving abilities often fall short when dealing with real-life contexts. Many struggle to
translate real-world situations into appropriate mathematical representations, apply suitable problem-solving strategies, and accurately
interpret results. Given the critical importance of understanding mathematical concepts in education and the persistent challenges
students face, thoroughly investigating the specific obstacles encountered during the learning process is crucial.
Identifying these challenges enabled educators to develop targeted instructional strategies, interventions, and learning materials that
effectively support students’ learning and enhance their mathematical prowess. Local scholars have delved into the intricacies of this
issue, shedding light on the specific hurdles Filipino primary-level students face. Santos and Reyes (2017) embarked on a journey to
unravel the mysteries behind students’ struggles in rational number learning. Their findings illuminated a landscape where many young
learners struggled with the complexities of fractions and decimals, underscoring a pressing need for targeted interventions.
On the other hand, Garcia and Cruz (2018) embarked on a cultural exploration, uncovering the profound influence of socio-cultural
factors on students’ mathematical journey. Their research highlighted the importance of weaving cultural sensitivity into the cloth of
mathematics education, fostering an environment where students’ diverse backgrounds are celebrated and integrated into the learning
process. Meanwhile, Lim (2019) navigated the pedagogy and teacher training on a parallel path, uncovering the transformative power
of innovative instructional approaches. Through specialized training and hands-on activities, educators emerged as catalysts for change,
equipping students with the tools and confidence needed to conquer the realm of rational numbers.
It became clear that exploring primary-level students’ challenges in mathematics goes beyond mere academic investigation. It required
an understanding of each of their experiences. It required understanding from teachers and students who had experienced those
challenges in grasping mathematical concepts. The Philippine educational system emphasized an integrated approach to math
education, aiming to equip students with a solid foundation in mathematical concepts. Nonetheless, there were ongoing concerns

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Research Article

regarding the efficacy of teaching methods and curricula in facilitating effective learning among primary-level students.
In the Philippines, very few students achieved mathematics excellence, scoring a Level 5 or 6 on the PISA test (OECD average: 9%),
this prompted the researcher to pursue the study. These high-performing students can model complex situations mathematically and
choose problem-solving strategies adeptly. Contrastingly, 36% of Filipino students, the largest share, were in the bottom international
quintile of the socio-economic scale, indicating they were among the most disadvantaged PISA test-takers in 2022, with an average
mathematics score of 344 points. On a narrower scope, the study limits to the lives and experiences of high school students in Pilar as
to the challenges they encounter in understanding Mathematical concepts.
This study investigated the difficulties students encountered when learning mathematical concepts based on the students’ least learned
competency in Grade eight Math. Further, this study aimed to identify misconceptions and barriers impeding students’ comprehension
of this concept through a comprehensive analysis of existing document such as the least learned competency and teacher and student
narratives. Additionally, it investigated the factors that may affect the students’ capacity to solve math-related problems. The results
contributed to the field of mathematics by helping to create more efficient teaching methods, improved curricula, and teacher
preparation courses that specifically target these issues. Ultimately, the objective was to develop a framework that strengthens their
mathematical proficiency by conceptualizing understanding, procedural fluency, and problem-solving issues.
Research Questions
This research explored the challenges encountered by Grade 8 students in learning mathematics based on the least mastered learning
competencies. Specifically, this study sought to answer the following:
1. What are the students’ least mastered learning competencies in mathematics?
2. Which mathematical concepts do students consider challenging?
3. What are the challenges encountered by the students in learning mathematical concepts?
4. How do the students cope with these challenges?
5. What teaching-learning framework can be proposed to address the challenges encountered in mathematics?

Methodology
Research Design
This research study employed a case study design to explore the mathematical concepts that students identified as challenging when
completing mathematical-related tasks. A case study is a qualitative approach that often uses interpretive analysis to gain an in-depth
understanding of a specific phenomenon, context, or issue. In this study, the case study approach allowed for a detailed examination
of a small number of cases, enabling researchers to capture the complexities of students' experiences. The case study can be either
embedded, focusing on specific elements or subunits within the case, or holistic, examining the case in its entirety. To enhance the
validity of the findings, data triangulation was used, incorporating focused group discussions, one-on-one interviews, and document
analysis to provide a comprehensive view of the challenges students face in learning mathematical concepts.
Respondents
The participants in this research were selected based on specific criteria to ensure the collection of relevant and valuable data aligned
with the study's objectives. The target population for the student participants was Grade 8 students at Pilar National High School. This
group was chosen because Grade 8 is a critical year in students' mathematical education, as they are solidifying foundational concepts
that are essential for their future success in more advanced mathematical topics. By focusing on this particular grade level, the study
aimed to capture the students’ experiences with challenging mathematical ideas at a pivotal point in their learning journey.
Mathematics teachers were included in the study because of their expertise in teaching strategies and their ability to provide insight
into the instructional challenges that students face. Teachers' perspectives were crucial in understanding the broader pedagogical factors
that contribute to students’ difficulties with certain mathematical concepts. They also played a key role in identifying effective teaching
strategies and potential solutions to address these challenges.
The researcher employed purposive sampling to select participants who were most likely to provide in-depth, contextually relevant
data. By specifically targeting Grade 8 students and mathematics teachers from the Pilar district, the study aimed to gather data that
was both contextually rich and directly related to the research questions. Purposive sampling ensured that participants possess the
knowledge and experience necessary to contribute valuable insights, thereby enhancing the validity and applicability of the findings.
This targeted approach allowed the researcher to gain a deeper understanding of the challenges in teaching and learning mathematics
in Pilar, making the results more meaningful and reflective of the local educational context.
Instrument
This case study utilized three research tools designed to gather comprehensive and in-depth data from multiple sources, including
students' one-on-one interviews and teachers’ focus group discussions. To ensure the validity and reliability of the findings, a
triangulation approach was employed, combining data from interviews, focus group discussions, and document analysis (specifically,
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Research Article

the reported least learned competencies). This multi-source approach allowed for a fuller understanding of the challenges students face
in learning mathematics.
Procedure
The researcher carried out the following steps to gather the necessary data. Primarily, it was a presentation of the title for a title defense.
The researcher sought permission from the Dean of the Graduate School of Education of Palompon Institute of Technology. The
researcher aimed to develop a qualitative research study that is qualitative in nature that deals with understanding and interpreting
phenomena. Thus, the researcher came up with a study that deals with the challenges and coping strategies of grade eight students in
understanding the concept of mathematics. After the graduate school dean approved the title, the Dean endorsed the title to the assigned
thesis adviser, who supervised and assisted the researcher in crafting the manuscripts.
The design hearing follows after the researcher crafted chapters 1, 2 and 3. After close scrutiny of the preliminary manuscripts by the
panelists, the researcher adhered to the panelists’ suggestions. The advice of the panelists must be congruent with the recorded
proceedings. The investigator followed it before endorsement to the review committee. The review committee oversees the manuscripts
again and checks if the researcher observed the suggestions. After seeing everything in order, the review committee accepts the
manuscripts. It informs the researcher to proceed to the data-gathering procedure.
The researcher submitted the transmittal letter to the Dean of the Graduate School of Education regarding the conduct of the research
and interview. A transmittal letter with approval from the Dean and submitted to the Schools Division Superintendent to ask permission
to conduct the study; and be carried off by the District Supervisor. After acquiring these transmittal letters with approval from the
higher authorities, the researcher prepared a letter to the parents of the student-participant and the grade eight mathematics teachers.
The study was on a voluntary basis, and anyone can refuse to participate in the research study. Once the informants have been finally
identified, letters were sent to them, and a certificate of confidentiality and assent form was sent to the corresponding informants
participating in the study. Once the certificate of confidentiality and assent forms were returned bearing the signatures of the informants,
as a way of agreeing to their voluntary participation, the researcher adhered to the date and time set by the informants in their assent
forms. To collect data, the researcher prepared an interview schedule, which eventually guided him/her in managing a structured
interview. The same went for the teachers participating in the focus group discussion.
The study was conducted on a voluntary basis, with participants having the right to decline involvement at any point. Once the
informants were identified, they were sent letters outlining the purpose of the study, along with a certificate of confidentiality and an
assent form. These documents served to inform participants about the study's procedures and assured them of confidentiality. Upon
receiving the signed certificate of confidentiality and assent forms, which indicated their agreement to participate voluntarily, the
researcher coordinated with the informants to schedule a convenient time for the interviews and focus group discussions.
For data collection, the researcher prepared a detailed interview schedule to guide the one-on-one student interviews. This schedule
ensured that the interviews were structured and focused on the specific research questions. Similarly, for the teachers’ focus group
discussions, a guide was developed to facilitate the conversation and ensure consistency in addressing key topics related to the study.
The researcher adhered to the dates and times agreed upon by the participants in their assent forms, ensuring smooth and organized
data collection. This process allowed for a systematic gathering of data, both through individual interviews with students and group
discussions with teachers, contributing to a comprehensive understanding of the study's objectives.
To transcribe correctly, the researcher used a digital tape recorder after permission is obtained from the key informants. The data
gathering was completed in 3 to 6 months from the start of the school year’s opening. The researcher started gathering data for the
study before organizing the informants’ interviews. Basically, the researcher served as an interviewer. The researcher tapped the help
of a phenomenologist to better understand the informant’s statements.
The recorded data were transcribed after completing the desired number of informants used in the study. After the transcribed audio
translated to English since not all responses were delivered in English. Finally, after the analysis and interpretation, to ensure security,
privacy, and confidentiality, the record of the interviews was kept and stored in a safe place.
Data Analysis
Robert K. Yin’s methodology for case study research was outlined in a systematic framework that consists of five key components
rather than ten steps. This structured approach includes defining and planning the case study, data collection, data analysis, concluding
the study, and reporting the findings. The sequence and rigor of these components help establish the credibility and reliability of the
research findings in qualitative studies (Hollweck, 2015).
The first phase involved defining the case study purpose, which formed the foundation for all subsequent activities. This is often done
by addressing specific research questions that guide the inquiry (Hollweck, 2015). The next component involves developing a research
design that outlines the type of case study to be conducted—be it exploratory, explanatory, or descriptive—and preparing for data
collection by identifying the sources needed. Yin emphasizes the importance of creating a detailed case study protocol that outlines
procedures for data collection and analysis (Ridder, 2012).

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Data collection is a pivotal phase where multiple sources of evidence are gathered, including interviews, observations, and documents,
allowing for a comprehensive examination of the case (Burmansah et al., 2020). Yin advocates for the use of triangulation—employing
several data sources and methods—to enhance the validity of the results (Mondahl et al., 2023). Researchers then analyze the data
using techniques such as pattern matching and explanation building, which help identify connections between the data and the research
questions (Rasyad et al., 2021). The final components involved concluding the study and reporting the research findings. In the
reporting phase, Yin stresses the necessity for clarity and thoroughness to allow others to understand the research process and replicate
the study if needed (Yazan, 2015). This systematic approach, encapsulated in Yin’s framework, ensures that case study research
maintains a high level of academic integrity and can contribute meaningfully to knowledge within various fields.
In summary, Robert K. Yin’s methodological framework for case studies provides essential guidelines for researchers in designing and
conducting rigorous qualitative research. This structured approach supported the systematic collection and analysis of data, thereby
enhancing the credibility and transferability of findings in the broader context of case study research.
Ethical Considerations
The researcher will adhere to all rules and specifications established by the institution when conducting the study. The research was
guided by ethical principles to address the initial and ongoing problems arising from research to achieve the research's objectives and
protect the rights of the research subjects.
The study was upheld by minimizing risks and maximizing potential benefits for participants. The researcher ensured no physical harm,
emotional distress, or loss of privacy occurred. Though minor discomfort and time loss were possible, participants might gain access
to beneficial interventions and the satisfaction of contributing to research. These risks and benefits were clearly stated in the informed
consent. The study also adhered to non-maleficence, safeguarding participants from exploitation and ensuring that their information
was kept confidential and never used against them. Participants were maintained by protecting their autonomy and ensuring full
disclosure of the study’s purpose, procedures, and potential risks. The researcher emphasized voluntary participation, making it clear
that respondents had the right to decline or withdraw at any time without consequence, thereby upholding their right to self-
determination. The conduct of the study was observed by ensuring fair treatment and protecting participants' rights to privacy. All
respondents, including those who declined participation, were treated impartially and without bias. While the study could not be fully
anonymous due to identifiable data, strict confidentiality was maintained. Researchers safeguarded personal information using coding
systems and secure data storage to prevent linking participants to their responses. The researcher sought permission to the school
administration. At the end of the study, the informants’ participation was valuable in the success of this study. Then the participants in
this study needed to recognize that the focus was primarily on research rather than intervention. Moreover, the study was not
necessitating the disclosure of their profiles for confidentiality purposes. The gathered information would be exclusively used for
research objectives. To utilize qualitative data, the researcher sought permission from the school administrators.
Data collection procedures entailed administering one-on-one interview with the student-informants and focus group discussion with
the teachers. These instruments were carefully designed to capture relevant information intended for the outcome.
The nature of commitment in this study reflected a dedication to ethical principles, methodological rigor, and the responsible conduct
of research. This commitment ensured that the study contributed valuable and reliable insights to understanding students' challenges in
understanding mathematical concepts.
The study was no risk, and the benefits were maximized. The researcher's guarantee of zero risk and goal of optimizing benefits
demonstrate a diligent and moral approach to research. It conveyed a commitment to upholding participant welfare and research
integrity standards while offering student participants a rewarding and worthwhile experience. The subjects had to undergo in-depth
interview with the investigator. This strategy lended credence to the idea that there were no possible risks because it suggested that
participants won't be exposed to any invasive procedures, experimental treatments, or emotionally charged stimuli.
One possible advantage of conducting the study solely by focusing on the interview and guaranteeing that no risks exist, was that it
could yield insightful information about students' challenges in understanding mathematical concepts. Using a non-invasive
methodology, the study helped create an environment where participants felt good and supported, capturing the authenticity of their
experiences. There were various possible advantages to conducting the study with a sole focus on questionnaires and the guarantee of
no potential risks.
Offering incentives, such as small rewards or certificates, may motivate participants to actively engage in the research, potentially
leading to higher participation rates and more accurate data. Whether monetary or in-kind, compensation acknowledges and respects
the time and effort the subjects invest in the study, fostering a positive relationship between researchers and participants. Additionally,
ethical guidelines often recommended fair compensation to recognize participants' contributions and ensured their involvement was
valued. Including incentives and compensation aligned with ethical standards, promoting participant satisfaction and the overall success
of the research. Further, the researcher paid for all expenses, and no other sponsor provided funding for the study. The study was part
of the researcher’s masteral degree in education.
To protect the privacy of the informant and maintain their anonymity, only their informant number was used in this study. Potential

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participants guaranteed that their private information would be protected. The participants would be informed of the study. To protect
their identities, their names were withheld. They were notified in advance of the study's risks and benefits to them. They voluntarily
worked collaboratively on the results that were obtained. Participants in the study have the right to expect that the information they
provide would be strictly confidential. Informants' right to privacy was protected through various confidentiality procedures, including
anonymity, which occurred when the researcher could not link participants to their data.
Confidentiality procedures were used if maintaining anonymity was impossible. A promise of confidentiality guaranteed that any
information the informants divulged was not revealed publicly in a way that could identify them or be made available to others. This
meant that research information won’t be disclosed to strangers or other teachers or participants unless participants consented to it. To
prevent a breach of confidentiality, the researcher can take several precautions, such as the following: Participants' identifying
information (such as name and address) should only be obtained when necessary.
The data of the participants were secured. No identifying of information would be entered into computer files. As soon as is reasonably
possible, all identifying information were destroyed. If study research staff had access to data or identifying information, they should
sign confidentiality agreements. The researcher combined and reported the research findings about a specific person were reported.
The person's identity was concealed, perhaps by using a pseudonym.
The consent form included permission to access private information, and the researcher was the only party to obtain this information.
Likewise, revealing any private information that might jeopardize the respondents' or their family's reputations was confidential. The
researcher informed him or her that the participation was entirely voluntary and that failure to volunteer resulted in no penalty or loss
of benefits. This was what voluntary consent entailed. The right to withdraw and withhold information was also included prospective
subjects were informed that they can withdraw from the study or withhold any specific information after consenting. Researchers may
be required to describe the circumstances under which the study would be terminated. The researcher notified the informants of whom
they can contact if they have any queries, comments, or complaints.
In this study, a debriefing was considered necessary after data collection to allow informants to ask questions or air complaints.
Throughout this study, the respondents were respected. When speaking with the informants, the researcher was always gracious and
polite. It was sometimes useful to offer debriefing sessions; a collection of data after the respondents’ complete questions to ask or
complain. Communicating with informants after the research has concluded would also be considerate to commend them for their
participation. Finally, the study could be beneficial if certain respondents' circumstances necessitate assistance in finding appropriate
health, psychological, or social services by providing referrals for a vulnerable group. Although the researcher was accountable on
these, there would not be any informant situational issues in this study. Bias may be introduced if the researcher or any team members
had a stake in the study's results, such as endorsing a specific educational strategy or product. To lessen this, the researcher should
uphold objectivity, reveal any possible conflicts of interest, and follow ethical guidelines, guaranteeing the validity and consistency of
the study. To maintain the study's credibility, a complete disclosure of any affiliations or interests that might have an impact on the
findings was necessary. Given that the adviser would also be a co-author of this research study, there would be an agreement
encompassing intellectual property rights, publication rights information, responsibility-sharing transparency, and capacity building.
Throughout the course of this research, he/she would support the researcher.
Results and Discussion
The findings and analysis of the study are presented in this section, which also provides a comprehensive examination of the data
gathered through qualitative techniques. The results offer a comprehensive understanding of the phenomenon being studied and are
organized in accordance with the themes and patterns that emerged from the participants’ responses. To ensure the accurate
representation of their voices, the results are interpreted using direct quotes from the participants to support the themes.
Least Mastered Learning Competencies
The table below presents the least learned competencies obtained from quarterly exams of grade eight students. Included in the
discussions are the least learned concepts the students find challenging based on the least learning competency report.
Table 1. Least Mastered Learning Competencies
Quarter Learning Competency Percentage Of Error
Solves problems involving rational algebraic expressions 77.14%
1
Solves problems involving system of linear equations in two variables 80.00%
Illustrates and graphs linear inequalities in two variables 75.71%
2
Solves problems involving linear inequalities in two variables 65.71%
Solves corresponding parts of congruent triangles 75.00%
Proves two triangles are congruent 72.22%
3
Illustrates the need for an axiomatic structure of a mathematical system in
77.78%
general, and in Geometry in particular; a) defined terms; b) undefined terms

Key areas where students struggle the most are highlighted by the Grade 8 mathematics least learned competencies. With error rates
of 77.14% and 80.00%, respectively, students struggle to solve problems involving rational algebraic expressions and systems of linear
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equations in two variables during the first quarter. Strong foundational abilities in fraction operations, algebraic manipulation, and
equation-solving strategies are necessary for these subjects. Many students have trouble with operations on rational algebraic
expressions, including addition, subtraction, multiplication, and division. Misconceptions are frequently caused by the intricacy of
rational expressions, which include factoring, determining least common denominators, and carrying out operations. Additionally,
students struggle with equations involving variables, often confusing algebraic rules and problem-solving strategies. Challenges in
basic operations, particularly in division with remainders, large numbers, and negative numbers, further compound these difficulties.
Similarly, students must comprehend various approaches to solving linear equation systems, including substitution and elimination,
which can be difficult if they lack a solid understanding of fundamental algebraic concepts.
With error rates of 75.71% and 65.71%, respectively, students struggle with linear inequalities in two variables during the second
quarter, both in problem-solving and illustration. Inequalities, as opposed to equations, add complexity by requiring things like graphing
shaded areas on a coordinate plane and identifying solution sets. Many students have trouble correctly shading the feasible region and
differentiating between dashed and solid boundary lines. Misunderstanding inequality symbols and solutions is also a common issue.
Furthermore, confusion with decimals and rational numbers affects their ability to interpret solutions accurately. Students are further
challenged when applying inequalities to real-world issues because it calls for analytical and critical thinking abilities. These challenges
show that to improve comprehension, more visual learning strategies and practical applications are required. Geometry, especially
congruent triangles and the axiomatic structure of mathematical systems, is the subject of the third quarter’s least learned competencies.
Students’ difficulties with the logical reasoning and proof-writing needed for geometry are indicated by the high error rates in proving
triangle congruence (72.22%) and solving problems involving corresponding parts of congruent triangles (75.00%). Many students
struggle to apply theorems like SSS, SAS, and others, often confusing corresponding sides and angles. Furthermore, their inability to
demonstrate the necessity of an axiomatic structure (77.78%) suggests that they struggle to comprehend the function of postulates,
theorems, and ambiguous terms in mathematical reasoning. The difficulty in understanding statements and reasons in proofs, as well
as confusion in proving theorems, hinders their logical thinking process. Students also face challenges in solving problems involving
triangles, particularly with understanding definitions and applications.
Across all quarters, problem-solving remains a significant struggle for students. They experience difficulties translating word problems
into equations, especially when multiple formulas are involved. Many students require a review of basic operations before introducing
new topics, as struggles with the four fundamental operations—especially fractions with variables, borrowing in subtraction, and
operations involving negative numbers—hinder their progress. Additional challenges include confusion in converting fractions to
decimals, difficulty with algebra and problem-solving, and misunderstanding mathematical symbols. The complexity of mathematical
language further contributes to misconceptions, making it difficult for students to follow complex procedures and apply learned
concepts effectively. These findings highlighted the need for more scaffolded instruction, interactive learning strategies, and frequent
reinforcement of foundational mathematical skills. By addressing gaps in fundamental arithmetic, providing structured algebraic
practice, and integrating visual learning tools in geometry, students can build a stronger conceptual foundation in mathematics.
Mathematical Concepts Students Find Challenging
The following tables illustrate the varied codes taken from the transcripts from one-on-one interviews with the student informants and
the focus group discussions from math teachers. The codes from these methods were categorized to generate sub-themes and main
themes were produced based on the research questions.
Theme 1. Fundamental Skills in Arithmetic and Integers
Table 2 presents the first theme on mathematical concepts students find challenging. The table summates the codes taken from the
transcripts and collates to generated sub-themes.
Table 2. Fundamental Skills
Themes Sub-Themes Codes
Struggles with the four basic operations
Need to review basic operations before introducing new topics
Challenge in borrowing in subtraction
Challenge in dividing fractions
Challenge in multiplying fractions as a dividing factor
Arithmetic and Number
Challenge with decimals
Operations
Fundamental Skills: Challenge with very large numbers
Arithmetic and Integers Challenges in division with remainders
Challenge with decimals and rational numbers
Confusion with converting fractions to decimals
Difficulty with conversion and signs
Confusion with integers, particularly negative and positive signs
Integers and Mathematical
Misunderstanding inequality symbols and solutions
Symbols
Confusion with mathematical symbols

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Arithmetic and Number Operations. The lack of fundamental skills in arithmetic, particularly in operations involving integers and
rational numbers, poses significant challenges for students. These difficulties prominently manifest in the four basic operations of
arithmetic, division with remainders, borrowing in subtraction, and understanding fractions and decimals.
“they really struggled with the basic foundations of Math, like the four operations: addition, subtraction, division, and multiplication.
They really had a hard time.” -Teacher 2
These foundational skills are vital for advancing in mathematics, and many students with learning difficulties exhibit persistent
challenges in retrieving basic arithmetic facts from memory, leading to errors in calculations (Geary, 2011).
Nevertheless, it is common for learners to struggle with comprehending numerical significance. Because rational numbers are
inherently more complex than whole numbers, young learners for example find it difficult to appropriately compare and manage
fractions (DeWolf et al., 2014; Siegler & Lortie-Forgues, 2017).
“Yes, and I also struggle with very large numbers.” -Informant 3
Since mastery of these procedures is essential for subsequent success in mathematics, especially algebra, such knowledge gaps might
have detrimental effects.
A basic misunderstanding of place value and size relationships among decimal numbers is reflected in the frequent misapplication of
students’ understanding of natural numbers when dealing with decimals. For example, they may mistakenly assume that a decimal
number with more digits is larger than one with fewer (Siegler & Lortie‐Forgues, 2017; Žakelj & Klančar, 2024). This misconception
also extends to difficulties with decimal arithmetic operations, where students frequently struggle to place the decimal point accurately
during division and multiplication (Žakelj & Klančar, 2024).
Students’ math abilities are further complicated by the difficulties posed by fractions. According to studies, students find it particularly
challenging to learn how to do operations with fractions.
“Yes, and multiplying fractions when they are used as a dividing factor”. -Informant 2
Many of them are unable to acquire the conceptual transcoding skills necessary for activities like converting fractions to decimals
(Berch, 2016).
Studies demonstrating that knowledge of fractions significantly predicts students’ success in algebra highlight the importance of helping
students become fluent in both rational number operations and the complex relationships between fractions, decimals, and percentages
(DeWolf et al., 2014; Jing et al., 2021).
Moreover, challenges come from the complexities of division, especially division with remainders and its effects on rational numbers.
“Back then, I struggled a lot with division, especially with remainders.” – Informant 5
Without a firm knowledge of both division and the nature of fractional number representation, many young students struggle to
understand division in fractions, which frequently entails utilizing a fraction as a divisor.
(Siegler & Braithwaite, 2024). Misconceptions resulting from this knowledge gap may further alienate learners from fundamental
mathematical ideas.
Integers and Mathematical Symbols. Students’ general mathematical capabilities are greatly impacted when they lack basic arithmetic
skills, especially when it comes to integers and mathematical symbols. This problem can be seen in the general confusion with
mathematical symbols, the misunderstanding of inequality symbols, and the confusion with integers, particularly about positive and
negative signs.
“Aside from not understanding it, they also get confused with the symbols.” -Teacher 2
Students frequently struggle with positive and negative integer confusion, which frequently results in serious errors about fundamental
arithmetic operations. According to Harun et al. (2024), a common misconception occurs when students show negligence or a lack of
comprehension regarding the signs of integers, leading to inaccurate responses.
“Decimals are okay, ma'am, but it's the integers—the negative and positive signs.” -Informant 7
Many students may not have a solid understanding of the fundamentals of mathematics, as seen by their lack of conceptual clarity on
the rules regulating operations on integers, such as the addition and subtraction of positive and negative numbers. This claim is
supported by Lonnemann et al. (2016), who show that mastery of symbolic number manipulation is essential for the growth of
arithmetic abilities, which are required to complete increasingly complex arithmetic tasks.
Furthermore, a similar problem arises when inequality symbols are misinterpreted. Symbols like “<”, “>”, “≤”, and “≥” are frequently
misinterpreted by students, resulting in inaccurate readings of mathematical concepts. A lack of relational thinking can prevent students
from making the connections they need to comprehend inequalities, which is a fundamental concept in both algebra and arithmetic.

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Students must understand the underlying ideas in addition to memorizing rules to grasp the relational component of arithmetic, which
is the recognition of the interactions between numbers and symbols. Beyond integers and inequalities, mathematical symbols can cause
general misunderstanding, (Kızıltoprak, 2017) According to Lyons et al. (2015), one of the most important connections between
rudimentary numerical skills and more sophisticated mathematical talents is a person’s familiarity with and proficiency with
mathematical symbols. This finding highlights a more general educational need: students must become proficient at deciphering and
working with mathematical symbols if they are to excel in the subject.
Given the strong correlation between mathematical proficiency and both symbolic and non-symbolic numerical magnitude processing,
it is imperative that curricula emphasize the development of symbolic representation-related skills, Schneider et al. (2016).
Theme 2. Conceptual Problem Solving: Problem Solving and Geometry
Table 3 presents the second theme on mathematical concepts students find challenging. The table summates the codes taken from the
transcripts and collates to generated sub-themes.
Table 3. Conceptual Problem Solving
Themes Sub-Themes Codes
Statements and reasons in proofs
Geometry proofs
Challenge in proving theorems
Challenge in solving problems involving triangles, especially with
Geometry and Proofs definitions
Challenges with statements and reasons in Geometry
Conceptual Problem
Confusion in identifying corresponding sides/angles
Solving: Problem Solving
Struggling to apply theorems like SSS, SAS, etc.
and Geometry
Not understanding undefined and defined terms
Difficulty in problem-solving across all topics
Struggle with translating word problems into equations
Problem-Solving and Word
Problem-solving difficulties, especially word problems
Problems
Difficulty in solving mathematical problems due to multiple
formulas

Geometry and Proofs. A number of related topics emerge when examining the difficulties in addressing geometrical conceptual
problems, especially those involving triangle properties and proofs.
“Statements and reasons. I struggled with that.” -Informant 1
These include challenges in understanding defined and undefined concepts, recognizing claims and justifications in proofs, and
mastering geometry proofs. Students’ inability to switch between formal and informal reasoning is a major problem in geometric proof
reasoning.
“Statements and reasons, ma'am.” -Informant 7
Winer and Battista (2022) noted that students frequently struggle to formalize their proofs and have a propensity to generate strong
logical arguments without strictly following the rules of formal structure. Their study highlights a larger pattern in which students—
especially those in high school—perform better on exploratory assignments as opposed to rigorous formal proofs, which could improve
their comprehension of geometric reasoning ideas.
Furthermore, because many students turn to traditional procedures and memorized strategies rather than comprehending the underlying
principles, the complexity of geometric proofs frequently results in structural disorientation (Aisyah et al., 2023). Due to the
fundamental nature of triangle properties and the application of geometric theorems like Side-Side-Side (SSS) and Side-Angle-Side
(SAS) congruence, triangle-specific challenges frequently arise. Guo (2022) emphasized the significance of comprehending triangle
properties at different educational levels, pointing out that pupils from elementary school to secondary school struggle to use these
properties efficiently to solve problems.
Furthermore, many students find it difficult to apply their knowledge flexibly across various issues due to uncertainty in identifying
corresponding angles and sides during these applications, which can result in significant reasoning errors (Guo, 2023). In geometry
instruction, comprehending both defined and undefined words continues to be a significant challenge. Many students have a poor
understanding of basic definitions when they first enroll in geometry studies, which might make it difficult for them to construct logical
arguments (Bayaga et al., 2021). According to Nabie et al., pre-service teachers frequently struggle with geometrical thinking and lack
sufficient “action-process-object-schema” understanding in trigonometric contexts (Nabie et al., 2018). Therefore, it is essential to have
a solid understanding of fundamental geometric definitions in order to solve problems and develop proofs.
“Same here, especially with Geometry, like the statements and reasons. They can’t identify or explain the given equations.” -Teacher
2

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According to the findings of Shi et al. (2023), educators may use a variety of instructional strategies to address these issues, such as
incorporating experiential learning that promotes deeper comprehension. Mao et al., (2017) suggests that putting students in active
learning settings can help them with some of the cognitive strain that comes with solving geometric problems. Additionally,
incorporating technology and automated reasoning systems could provide extra assistance, assisting students in strengthening their
comprehension of arguments and problem-solving techniques while interacting with triangles and other geometric shapes (Shi et al.,
2023).
Problem-Solving and Word Problems. Geometry problem-solving challenges, especially when dealing with word problems, might
occur at different educational levels. These difficulties stem from the difficulty of translating spoken explanations into mathematical
formulas, which is made worse by problems like language barriers, mistakes in procedure, and the requirement to comprehend several
mathematical ideas at once.
“For me, it's problem-solving. It’s present in every topic, but as Sir mentioned earlier, it’s all about comprehension.” -Teacher 7
According to a number of studies, students find it extremely difficult to convert word problems into mathematical equations. This
difficulty is frequently caused by a lack of comprehension of the fundamental ideas, mostly as a result of inadequate schema-based
training.
“For me, it’s translating statements into equations. Like when they’re given a phrase like “3 more than 4,” they don’t know how to
write it down.” -Teacher 1
According to Jitendra et al. (2002), students with learning difficulties frequently lack the schema necessary for efficient problem-
solving, which includes a grasp of the many word problem kinds. According to their research, students who used schema-based
solutions were able to solve the problems more easily because they had a better conceptual knowledge of them.
Furthermore, the challenges are significantly more severe for pupils with Mathematical Learning Disabilities (MLD). Shin and Bryant
(2013) conducted a comprehensive analysis that found students with MLD had significant deficiencies in their ability to solve issues
and comprehend the mathematical procedures required for word problems. This emphasizes the necessity of specialized teaching
strategies that address the particular difficulties these students have, demonstrating that in the absence of successful interventions,
students find it difficult to comprehend issue language and carry out essential computations.
Word issues’ intrinsic linguistic complexity adds another level of difficulty that may make it more difficult for students to understand.
Daróczy et al. (2015) noted that students’ difficulties are greatly impacted by elements like the difficulty of the language employed in
the problems. Their review demonstrates how a student’s capacity to create a suitable mathematical representation can be seriously
hampered by the interplay between linguistic and numerical complexity.
According to Saida and Dani (2020), students frequently find it more challenging to create a helpful representation of a problem than
to do the math required to solve it. Additionally, pupils’ grasp of mathematics may be hampered by their reading skills. According to
Nofrianto et al. (2022), a lack of reading comprehension causes many students to make mistakes, which has an immediate impact on
their ability to solve problems. They contend that improving reading comprehension can help students better understand and solve
word problems because it better enables them to recognize the needs of the issue narrative. Confusion can also result from issues having
several formulas, particularly when students find it difficult to identify which mathematical operations apply to the given scenario.
According to Fuchs et al. (2010), students frequently make the error known as the “compulsion to compute,” in which they concentrate
on numerical data without completely comprehending its relevance in relation to the subject at hand. This discrepancy can lead to
serious mistakes, which reduces the effectiveness of problem-solving in general.
Theme 3. Bridging Skills and Application: Algebra and Graphing
Table 4 presents the second theme on mathematical concepts students find challenging. The table summates the codes taken from the
transcripts and collates to generated sub-themes.
Table 4. Bridging Skills and Application
Themes Sub-Themes Codes
Challenges in fractions with variables
Challenges in understanding variables
Misconceptions in algebra
Struggle with equations involving variables
Algebra and Rational
Bridging Skills and Difficulty with operations involving negative numbers
Expressions
Application: Algebra and Difficulty with operations on rational algebraic expressions
Graphing Difficulty with addition and subtraction of rational algebraic expressions
Struggle with factoring and its connection to rational expressions
Confusion in solving two-variable equations
Difficulty with algebra and problem-solving
Graphing and Difficulties in shading the correct region
Representation

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Algebra and Rational Expressions. Educational research has extensively documented the difficulties in solving algebraic and graphing
problems, especially when dealing with rational expressions.
In particular, learners usually struggle to understand the function of variables in equations and to use algebraic fractions. For students,
operational skills in addition, subtraction, and factoring are essential for comprehending rational expressions. Furthermore, a lot of
students have misconceptions that make it difficult for them to approach algebraic equations successfully, which causes problems when
variables are added to equations (Whiteman et al., 2019;, Sabermahani et al., 2020; Bach et al., 2024).
“I keep repeating it, especially in algebra. For example, when adding X + X, sometimes they answer X². They get confused.” -Teacher
4
Confusion among students regarding algebraic fractions and operations with negative integers is a major problem. According to Hazra
et al. (2013); Dadkhah and Mamehrashi (2021) state that learners frequently struggle to understand negative operations, which makes
it more difficult for them to comprehend mathematical statements in general.
Students may also find it difficult to accurately apply the rules required to determine a common denominator as they struggle with the
addition and subtraction of rational expressions.
This can result in serious mistakes while trying to get the right answers, which highlights the need for more targeted teaching methods
that prioritize these areas (Bach et al., 2024; Zhang et al., 2012).
There are issues with the relationship between factoring and rational expressions as well. Factoring is a crucial ability for solving more
complicated algebraic structures, but students frequently aren’t aware of how it can reduce expressions and equations. The most
common cause of misconceptions regarding factoring is a lack of exposure to or comprehension of polynomial operations, which can
cause difficulty when working with rational expressions (Hazra et al., 2013; Marzban & Korooyeh, 2022).
“Especially when variables are involved.” -Teacher 6
Additionally, students may find it difficult to comprehend two-variable equations because to their greater complexity as compared to
single-variable equations. Their capacity to appropriately graph such equations on a coordinate plane may be hindered by this confusion
(Yang et al., 2023; Pramoedyo et al., 2024).
Graphing and Representation. Students may have trouble with graphing and representation, especially when it comes to shading the
appropriate areas in inequality graphs. This challenge frequently stems from a lack of understanding of algebraic inequalities and how
they are represented graphically. Shading regions necessitate not only a thorough comprehension of the inequality but also the capacity
to geometrically represent the effects of such algebraic equations (Marzban & Korooyeh, 2022; Sabermahani et al., 2020).
Overcoming these challenges necessitates tailored instructional strategies that incorporate visual aids, hands-on activities, and
collaborative learning experiences that can address students’ specific learning needs and misconceptions.
The root causes of mathematical difficulty in many areas, such as algebra, graphing, problem-solving, and geometry, include a variety
of cognitive and instructional issues.
The need for focused educational interventions is highlighted by misconceptions in rational expressions, difficulties with geometric
reasoning, and language complexity-related problem-solving deficiencies. It takes a combination of rigorous conceptual training,
adaptive learning methodologies, and creative teaching techniques that fill in the gaps in students' past knowledge to address these
problems. By incorporating schema-based learning, improving reading comprehension, and honing formal reasoning abilities, teachers
may provide students the tools they need to successfully solve challenging mathematical issues.
In the end, improving learners’ fundamental knowledge of geometry, algebra, and arithmetic is essential to their total mathematical
competency. Teachers can be lessening these difficulties and promote students' long-term performance by encouraging conceptual
understanding, applying a variety of instructional tactics, and consistently improving pedagogical approaches. An evidence-based,
student-centered approach is crucial, as demonstrated by the interaction of mathematical thinking, problem-solving skills, and
instructional clarity. The foundation for pupils' ongoing mathematical development and academic success will be ensuring that they
gain competence and confidence in these core areas.
Challenges Encountered by the Students in Learning Mathematical Concepts
The table below illustrates the varied codes taken from the transcripts from one-on-one interviews with the student informants and
focus group discussions from Math teachers. The codes from these methods were categorized to generate sub-themes and main themes
were produced based on the research questions.
Theme 4. Cognitive and Psychological Barriers to Mathematical Learning
Table 5 presents the first theme on challenges encountered by the students in learning mathematical concepts. The table summates the
codes taken from the transcripts and collates to generate sub-themes.

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Table 5. Cognitive and Psychological Barriers to Mathematical Learning

Themes Sub-Themes Codes
Fear of making mistakes
Anxiety when solving problems on the blackboard
Forgetting learned concepts during quizzes
Doubting one’s own ability to solve math problems
Feeling nervous about math performance
Anxiety & nervousness during assessments
Math Anxiety and Intimidation by teacher’s demeanor
Psychological Barriers Fear of asking questions due to anxiety or shyness
Feeling discouraged and unwilling to participate
Cognitive and Fear of participation due to past experiences
Psychological Barriers to Experiencing mental block due to teacher’s anger
Mathematical Learning Feelings of sadness and discouragement due to low scores
Nervousness due to strict teachers
Physical and mental state affecting learning
Negative emotions due to past experiences
Students prefer copying solutions rather than solving independently
Lack of Independent Dependence on provided examples rather than self-practice
Learning and Students become disengaged and unresponsive
Overdependence on Loss of interest due to confusion and difficulty
External Support Students are content with just passing grades
Fear of making mistakes prevents active participation
Practicing through problem-solving exercises and worksheets

Math Anxiety and Psychological Barriers. Anxiety related to mathematics is a serious problem that hinders students’ comprehension
and application of mathematical ideas. When taking quizzes or solving problems on the blackboard, many students get anxious and
afraid, which causes them to lose their train of thought and become forgetful.
“At City High, Ma’am Evelyn Austria’s teaching style is okay, but sometimes her stern look distracts me. Even when I want to listen,
I end up feeling scared.” - Informant 5
Strict teachers who foster a high-pressure learning environment and discourage students from actively participating or asking questions
frequently make this anxiety worse. Students are reluctant to participate in problem-solving activities because they lack confidence due
to their fear of making mistakes or getting criticism. Students avoid mathematics as a result of these negative feelings, which eventually
turn into a deep-seated fear of the subject and feed a vicious cycle of subpar performance and low self-esteem.
High levels of math anxiety not only diminish self-efficacy and motivation to engage with mathematical tasks but may also perpetuate
a cycle of avoidance behaviors, leading students to opt out of math courses and, consequently, STEM-related career paths (Choe et al.,
2019; Everingham et al., 2017).
Furthermore, a sense of powerlessness in learning mathematics is intensified by the emotional toll of prior setbacks and unpleasant
experiences. A teacher’s strict style can cause anxiety in some students, making them feel intimidated and less inclined to contribute
to class discussions.
“Some students don’t participate in class because they are scared of making mistakes.” -Informant 10
Consequently, the strict teaching style adopted by mathematics teachers not only affects classroom dynamics but also stifles student
engagement and hampers the development of a supportive learning environment that fosters confidence and self-efficacy in students
(Atoyebi & Atoyebi, 2022). Others become anxious when taking tests, which impairs their memory of mathematical concepts and
procedures. Students’ academic performance and willingness to adopt a growth mindset toward math are both hampered by these
psychological obstacles. Students who experience math anxiety may lose motivation if they don’t receive the right support and
encouragement, which could eventually hinder their long-term learning outcomes.
Lack of Independent Learning and Overdependence on External Support. Students’ challenges in mathematics are further stressed by
a lack of autonomous learning abilities. Due to their lack of confidence in their own skills, many students would rather copy solutions
than work through problems independently.
“They also don’t want to solve problems on their own; they just want to follow steps without understanding.” -Teacher 2
Students find it challenging to apply newly learned concepts in novel contexts when they rely solely on examples without engaging in
self-practice, which hinders deeper comprehension. Students who take a passive approach to learning lose interest and show a lack of
initiative because they start depending on peers or teachers for solutions rather than learning how to solve problems on their own.
Consequently, passivity not only undermines individual learning capabilities but also can foster a reliance on external guidance, stifling
the development of autonomous problem-solving skills (Tsang & Harris, 2016; Ariebowo & Puspitasari, 2022). Students lose out on

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chances to improve their logical thinking and mathematical reasoning abilities when they don't develop an active learning habit.
Furthermore, social media and mobile games frequently overshadow students’ motivation to excel in math. Because of educational
policies that encourage automatic progression, some students believe they will pass no matter how hard they work, which leaves them
without any accountability for their learning. Reduced focus and productivity in math studies are caused by an excessive reliance on
technology for amusement rather than education. Students who have trouble learning independently continue to struggle to grasp
mathematical concepts, which eventually affects their academic performance, unless they receive the right guidance and reinforcement
of self-discipline.
A combination of psychological obstacles, Instructional challenges, Inadequate foundational knowledge, and a lack of autonomous
learning habits contribute to students’ difficulties learning mathematics. While rigorous and hurried teaching methods hinder students’
ability to fully comprehend mathematical concepts, math anxiety and the fear of making mistakes discourage active participation.
Students become passive learners who find it difficult to keep up with the curriculum when teachers don’t deliver interesting and
approachable instruction. These difficulties are exacerbated by inadequate foundational skills, which hinder students’ ability to advance
in more complex subjects due to their inadequate comprehension of fundamental operations and problem-solving techniques.
Additionally, students’ ability to apply mathematical knowledge effectively was hampered by their reliance on outside assistance rather
than the development of autonomous learning strategies. Instead of practicing independently, many students relied on peer support and
examples, which results in a superficial comprehension of mathematical concepts. Students’ disengagement from math learning was
further aggravated by outside distractions like mobile games and interruptions in the classroom. A comprehensive strategy was needed
to address these problems, one that incorporated developing a positive math mindset, putting in place interesting and student-centered
instruction, reiterating fundamental mathematical concepts, and promoting independent study habits.
Theme 5. Instructional and Conceptual Challenges in Mathematics
Table 6 presents the second theme on challenges encountered by the students in learning mathematical concepts. The table summates
the codes taken from the transcripts and collates to generate sub-themes.
Table 6. Instructional and Conceptual Challenges in Mathematics
Themes Sub-Themes Codes
Pressure from strict teachers
Teacher teaching too fast
Strict teaching approaches
Teachers getting mad at students for incorrect answers
Teachers being strict and frequently absent, leading to poor learning
Instructional
experiences
Challenges and
Teachers not explaining concepts clearly or relying too much on books
Teaching Approaches
Teachers getting frustrated or impatient, making students nervous
Difficulty following the teacher’s discussion
Instructional and Lack of immediate questioning opportunities
Conceptual Challenges in Difficulty understanding lessons without visual aids
Mathematics Fast-paced teaching makes understanding difficult
Peer dependence and copying answers
Struggles stem from weak elementary-level math foundations
Teachers have to reteach basic concepts before moving forward
Poor reading comprehension affects problem-solving ability
Weak Mathematical
Difficulty in interpreting statements and translating them into equations
Foundations and
Difficulty in retaining mathematical concepts
Conceptual Gaps
Short retention span
Students frequently ask basic questions even after lessons
Confusion with rules and concepts
Easy forgetfulness of mathematical steps

Instructional Challenges and Teaching Approaches. Students’ comprehension and confidence in mathematics are significantly impacted
by the way the subject is taught. Fast-paced instruction, in which teachers ram through lessons without making sure that fundamental
ideas are fully grasped, causes many students to struggle.
“The teacher goes too fast. That's it, ma'am—they go too fast and don’t explain clearly.” -Informant 7
Lee and Olszewski‐Kubilius, (2006); and Lefstein and Snell (2013) noted that when instruction is characterized by less repetition and
rapid transitions can lead to fragmentation of learning, making it challenging for students to connect ideas meaningfully and apply
them effectively. Strict teaching methods that punish students for their errors foster a hostile learning atmosphere that deters
participation. Additionally, when teachers don’t give students the chance to ask questions or get clarification right away, some feel left
behind.

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“When the teacher explains and then doesn’t ask if we have questions. Instead, they go directly to the slow learners, who often cannot
answer because math is difficult for them.” -Informant 2
Students become passive learners in the absence of guided practice and interactive discussions, which worsens their uncertainty and
confusion when it comes to solving mathematical problems. Finally, the lack of repetition and reinforcement typical of fast-paced
instruction has been linked to lower student engagement and attention, which compounds the challenges faced by learners who may
need more time to assimilate complex ideas (Lapadat, 2002; Lee & Olszewski‐Kubilius, 2006).
There are instances where educators mainly rely on textbooks and theoretical justifications, neglecting to include visual aids or practical
exercises that could improve comprehension. Without tangible examples, students who have trouble understanding abstract ideas—
like algebra and geometry—frequently struggle to understand mathematical relationships. Ghunaimat and Alawneh's (2024) findings
support that structured learning frameworks, such as the SOLO taxonomy, promote gradual understanding from concrete to abstract
levels, thereby fostering deeper comprehension of mathematical concepts. The issue is made worse by the absence of differentiated
instruction to account for different learning speeds, which causes dissatisfaction and disengagement. Students’ perceptions of math are
negatively impacted by teachers who are frequently absent or impatient with their inquiries, which makes the subject seem hard and
unapproachable. A change to more student-centered teaching approaches that prioritize conceptual understanding, and tailored support
is necessary to address these instructional challenges.
Weak Mathematical Foundations and Conceptual Gaps. Weak foundational knowledge from early schooling is often the cause of
students’ difficulties in mathematics. Students struggle to advance to more difficult subjects like algebra and geometry if they do not
grasp the fundamentals of mathematics. Specifically, it has been well-documented that students experience increased difficulties in
learning novel mathematics, including higher-level concepts, if foundational skills are not adequately developed (Wu et al., 2012).
“It all goes back to the foundation in elementary.” -Teacher 6
Before introducing new ideas, teachers frequently need to reinforce basic ones, which slows down learning and draws attention to
students’ knowledge gaps. As students find it difficult to convert written statements into mathematical expressions, poor reading
comprehension also makes it harder for them to understand word problems. Many students find it especially difficult to solve problems
because they are unable to relate language to numbers.
Furthermore, students with weak foundations tend to have short retention spans and frequently forget mathematical procedures and
rules even after being taught them.
“They can answer after the teacher’s discussion and during quizzes, but their problem is they forget easily”. -Informant 5
Effective intervention and reinforcement of foundational skills are crucial for improving retention and overall mathematical competence
(DePascale & Ramani, 2024). Because they rely more on memorization than conceptual understanding, they have trouble applying
knowledge in various contexts. Their inability to understand mathematical concepts, particularly those pertaining to fractions, algebraic
expressions, and equations, impairs their lack of confidence in their own skills. As students advance to higher math levels, they face
even more challenges when they do not fully understand earlier concepts. This leads to cumulative learning gaps that weaken overall
mathematical competency.
Coping Mechanisms of Students in Dealing with Mathematical Challenges
The table below illustrates the varied codes taken from the transcripts from one-on-one interviews with the student informants and
focus group discussions from Math teachers. The codes from these methods were categorized to generate sub-themes and main themes
were produced based on the research questions. Major themes emerged after collating the sub-themes.
Theme 6. Support Systems and Coping Strategies in Mathematical Learning
Table 7 presents the first theme on coping mechanisms of students in dealing with mathematical challenges. The table summates the
codes taken from the transcripts and collates to generate sub-themes.
Table 7. Support systems and Coping Strategies in Mathematical Learning
Themes Sub-Themes Codes
Step-by-step explanation from teachers
Teachers addressing confusion before introducing topics
Encouragement from teachers
Asking for help from family members
Support Systems and
Seeking Support from Asking questions
Coping Strategies in
Teachers, Family, and Seeking help from others
Mathematical Learning
Peers Seeking help from friends & teachers
Asking teachers and classmates for help
Support from family members, teachers, and friends
Group work and peer collaboration
Asking for help from classmates, family, and teachers

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Attempting to answer even when unsure

Cognitive and Persistence despite challenges
Motivational Coping Visualizing problems to improve understanding
Strategies Staying focused during lessons
Feeling motivated by the sense of accomplishment when solving problems
Accepting that challenges remain but acknowledging improvement

Seeking Support from Teachers, Family, and Peers. Asking for help from peers, family, and teachers is one of the main coping strategies
students use when they are having trouble with math. Before continuing, a lot of students rely on their teachers’ thorough explanations
and specific examples to make sense of complex ideas. Teachers’ support is essential for increasing students’ confidence, especially
when they are unsure of their mathematical prowess. Andriana et al. (2024) highlights that teachers who exhibit a confident demeanor
and provide motivational support positively impact students' self-confidence, equipping them with the tools necessary to face academic
challenges.
“More practice worksheets and books with step-by-step solutions would be helpful.” -Informant 10
In order to reinforce learning, some students also seek help from their friends and classmates, participating in group study sessions and
peer discussions. Students can overcome confusion and gain a better understanding of mathematical concepts by asking questions and
getting prompt feedback from peers and teachers.
Students look to family members, especially parents and older siblings, for guidance in their learning process in addition to the support
they receive in the classroom. Moreover, the dynamics of sibling relationships also play a substantial role in shaping educational
experiences, with older siblings often serving as mentors and sources of academic support for younger siblings (Aguboshim & Otuu,
2023; , Feinberg et al., 2011). With the help of their families, students can practice problem-solving skills under supervision and have
more opportunities for reinforcement outside of the classroom. Another useful tactic is group collaboration, which allows students to
share various approaches to problem-solving and learn from one another. By fostering a more engaging and less intimidating learning
environment, this collective support system helps students develop resilience against the challenges they face in mathematics.
Cognitive and Motivational Coping Strategies. Students can better handle the emotional and psychological challenges of learning
mathematics by using cognitive and motivational coping strategies. By encouraging strategies that foster both cognitive engagement
and motivation, educators can support students in navigating their mathematical challenges more successfully (Santos, 2018; , Çiftçi
& Karadağ, 2021). By trying to solve problems even when they are unsure of the answers and viewing failures as teaching moments
rather than demoralizing experiences, some students embrace a growth mindset.
“I just answer, even if it's wrong.” -Informant 4
Students with robust motivational factors alongside self-regulated learning strategies significantly alleviate mathematics anxiety,
allowing them to adopt more adaptive coping mechanisms when faced with academic stressors (Kaphesi, 2017; , Gabriel et al., 2020)
Another important tactic that aids students in overcoming challenges with mathematical concepts is maintaining focus during lessons.
Strong motivation, especially the sense of achievement that comes from solving problems successfully, motivates students to keep
working hard. Students can build resilience by acknowledging that difficulties are a normal part of learning, which enables them to
keep going even when subjects get more complicated. Students can more successfully negotiate the challenges of learning mathematics
with a positive and resolute mindset by developing these cognitive and motivational strategies.
Theme 7. Independent and Instructional Learning Strategies
Table 8 presents the second theme on coping mechanisms of students in dealing with mathematical challenges. The table summates
the codes taken from the transcripts and collates to generate sub-themes.
Table 8. Independent and Instructional Learning Strategies
Themes Sub-Themes Codes
Studying independently
Writing down formulas and practicing problem-solving
Self-study and practice
Independent Learning Practicing more problem-solving exercises
and Practice-Based Studying and reviewing notes
Independent and
Strategies Practicing with more examples
Instructional Learning
Taking notes, listening, and studying
Strategies
Studying and reading math books
Practicing through problem-solving exercises and worksheets
Developing self-discipline to overcome challenges
Preferred Teaching and Relying on clear explanations and examples from teachers
Instructional Preferring written explanations and detailed step-by-step solutions from
Approaches teachers

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Learning better with step-by-step explanations and board work

Relying on well-explained lessons with examples
Reviewing basics before teaching advanced concepts
Reviewing foundational topics before teaching new concepts
Oral recitations in groups increase engagement
Adjustments in
More interactive class activities, though difficult to implement regularly
Teaching Strategies for
Teachers suggest returning to the previous curriculum for better alignment
Better Comprehension
Lack of topic continuity in the current curriculum
Suggestion to allow continuity of teaching from Grade 7 to Grade 10 to
ensure proper learning progression
Struggles to complete the curriculum due to compressed topics

Independent Learning and Practice-Based Strategies. Even though outside assistance is beneficial, many students use self-directed
learning strategies to advance their mathematical proficiency. They can better retain key ideas and solidify their comprehension by
organizing their study materials, taking notes, and writing down formulas.
“Studying and listening carefully to the teachers.” -Informant 6
Students can become more accustomed to various problem types and solution strategies through consistent practice, such as working
on worksheets and solving mathematical problems on their own. Instructional practices help in achieving mathematical literacy and
promote a deeper understanding of mathematical thinking through regular exposure to diverse problem scenarios (Fery et al., 2017;
Kabael & Baran, 2023). Students can improve their understanding of important mathematical concepts by reviewing their notes and
textbooks, which also helps to reinforce lessons learned in class.
For students who would rather learn at their own pace, self-study is especially crucial because it enables them to go over difficult
subjects again without feeling rushed. In order to progressively improve their problem-solving skills, many students set aside time to
complete extra exercises beyond those provided in class.
“I write down formulas and practice solving problems. I give myself a question and solve it repeatedly until I become confident. I also
try tricky questions—the ones with complex solutions—because our teacher asks those kinds of questions.” -Informant 2
Because students who practice frequently tend to perform better and feel more confident when tackling complex mathematical
problems, cultivating self-discipline and persistence is essential to overcoming learning obstacles. Cultivating these characteristics
enables students to overcome learning obstacles, especially when faced with challenging concepts and tasks (Osman, 2024; Shukla et
al., 2015). These self-directed learning techniques foster a sense of accountability for one’s own education in addition to improving
mathematical proficiency.
Preferred Teaching and Instructional Approaches. Certain teaching strategies that help students grasp mathematical concepts tend to
get better results from them. Among the most favored teaching strategies are teachers’ detailed explanations and well-organized
explanations. Stoel et al. (2017) highlight the value of explicit instructional strategies, noting that well-crafted explanations help
students navigate complex topics, leading to a stronger grasp of the material.
“When the teacher explains clearly and makes sure we understand how to solve problems.” -Informant 6
Learners value it when teachers simplify difficult subjects so they can make sure they understand them completely before continuing.
Mathematical problems are visually represented through written explanations, board work, and worked-out examples, which give
abstract ideas more tangible form.
A procedural approach that emphasizes thorough answers and logical topic sequencing is also advantageous to students. Learning
becomes more meaningful when teachers help students connect mathematical ideas to real-world situations through well-structured
lessons with real-world applications. Engaging teaching strategies that prioritize reasoning and problem-solving are also essential for
assisting students in gaining a deeper comprehension of mathematical concepts. Students are more likely to feel competent and
confident in their mathematical skills when teachers successfully apply these strategies.
Adjustments in Teaching Strategies for Better Comprehension. In order to better meet the learning needs of their students, teachers
frequently need to adapt their teaching strategies. Students are less likely to struggle with new material when fundamental mathematical
concepts are reviewed before moving on to more complex subjects.
“Same as what they said. It's crucial to review the basics before starting the lesson. Even with teaching negatives, they confuse negatives
with subtraction. That's where they really struggle.” -Teacher 1
Many teachers stress how crucial it is to strengthen students’ foundational knowledge of algebra, arithmetic, and problem-solving
techniques in order to guarantee that they are sufficiently equipped for more complex mathematics. Karlsson and Kilborn (2023)
illustrates the challenges students face when transitioning from arithmetic to algebra, asserting that prior arithmetic knowledge is crucial
for meaningful engagement with algebraic concepts, particularly as students learn to conceptualize operations through rational numbers
and algebraic representations. Active participation in the learning process is encouraged and student engagement is further increased
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through interactive discussions, oral recitations, and practical exercises.

However, time constraints and condensed curricula also make it difficult for teachers to put these strategies into practice. In order to
give students a more seamless and advanced educational experience from Grade 7 to Grade 10, some educators propose updating the
current curriculum to enhance topic continuity. Encouraging teachers to keep their lessons consistent across grade levels can greatly
increase students’ understanding and retention. By implementing these essential changes, teachers can establish a more organized and
encouraging learning environment, which will ultimately assist students in overcoming their math challenges.
Students use a variety of coping mechanisms to deal with mathematical difficulties, such as asking for help from peers, teachers, and
family, studying on their own, and applying cognitive and motivational strategies. Many people rely on peer cooperation, family
support, and teacher explanations to solidify their understanding. Others adopt a more independent strategy by working through
problem-solving activities, going over their notes, and becoming persistent when facing challenging subjects. Cognitive techniques
like problem-solving visualization, concentration, and motivation are also important for improving students’ educational experiences.
By adapting their teaching methods to suit the needs of their students, teachers can also significantly help students who struggle with
mathematics. Students’ understanding and engagement are greatly increased by effective teaching strategies like detailed explanations,
interactive exercises, and planned lesson delivery. To guarantee effective learning, however, issues like curriculum limitations and
teaching discontinuities necessitate additional modifications. Combining these techniques can make mathematical learning more
approachable, interesting, and doable for students who struggle with it, according to both teachers and students.
Conclusions
The study comes to the conclusion that poor mathematical foundations, inefficient teaching strategies, and psychological obstacles like
math anxiety and lack of confidence all play a significant role in Grade eight mathematics difficulties. Together, these elements impair
students’ comprehension of algebraic and geometric ideas, which has an impact on their general problem-solving abilities. Furthermore,
although useful, students’ coping strategies frequently rely on outside help rather than developing a deeper comprehension of
mathematics and self-sufficiency.
Instructional reforms that emphasize boosting foundational knowledge, incorporating interactive and student-centered teaching
methods, and offering psychological support to lessen math anxiety are necessary to address these problems. In addition to providing
guided instruction, encouraging students to form autonomous learning habits will help close learning gaps and enhance their general
mathematical proficiency.
The following recommendations enhance the learning outcomes for teachers, students and parents.
Students must regularly review fundamental operations in arithmetic, algebra, and geometry to strengthen their mathematical skills,
ensuring a strong foundation for more advanced concepts. They are expected to engage consistently in problem-solving exercises to
sharpen their reasoning abilities and improve retention of mathematical principles. When struggling with concepts, students must take
initiative to seek assistance from teachers, peers, or family members, fostering a proactive approach to learning. They must conquer
math anxiety by believing in their ability to improve through sustained effort and deliberate practice. Students must utilize online
resources, math books, and self-assessment tools to develop self-sufficiency and deepen their understanding. Finally, they must
maintain organized notes, highlight key formulas, and summarize lessons regularly to reinforce learning and achieve lasting academic
success.
On the other hand, teachers should allocate sufficient time for reviewing prerequisite skills before introducing advanced topics to ensure
that students build a strong foundation. They should provide clear, structured instructions and examples to enhance comprehension and
make complex ideas more accessible. Teachers should use diagrams, videos, and interactive tools that cater to various learning
modalities to support conceptual understanding further.
It is also essential that teachers should promote group discussions, collaborative problem-solving activities, and hands-on learning
experiences that actively engage students. Recognizing the diversity of learners, teachers should adjust their teaching strategies to meet
different learning styles and abilities. Moreover, they should cultivate a supportive, non-intimidating classroom environment where
mistakes are embraced as valuable learning opportunities. Finally, teachers should offer constructive feedback and provide additional
practice exercises tailored to address the individual needs of each student, fostering continuous growth and improvement.
More importantly, parents should encourage and assist their children in practicing math at home through discussions, exercises, and
regular review sessions. They should avoid reinforcing negative perceptions of math and highlight its importance and relevance in
everyday life. To monitor progress, parents should regularly check assignments, quizzes, and tests to identify improvement areas. They
should also invest in supplementary learning materials such as books, educational apps, and online tutorials to further support their
child’s learning journey.
In addition, parents should engage with teachers to better understand their child’s progress and seek recommendations for additional
support when necessary. Finally, they should ensure that their child can access a quiet, distraction-free environment for studying and
completing homework effectively.

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Affiliations and Corresponding Information
Irene C. Mutia
Pilar National High School
Department of Education – Philippines

Irene C. Mutia 1439/1439