Beyond Ethnicity: Lived Experiences of Mathematics Teachers Teaching in Recognized Indigenous People’s Schools

It can be acknowledged that IPED educators may have distinct experiences being assigned to far-flung IP communities. An interest in exploring the real-world experiences of mathematics teachers teaching in IP-implementing schools, their coping strategies, and insights they may share with the community have been sparked. A qualitative-phenomenological design was employed to examine and delve into the procedure and connection of the experiences experienced by mathematics teachers at IPED-recognized schools. The extracted narratives were further examined through thematic analysis. The themes for the lived experiences were as follows: language barrier; difficulty in teaching mathematical concepts; establishing a teacher-student connection; learning culture and beliefs; lack of technology; struggling against student comprehension; alienation; challenge on perceived unsuitability of learning materials; and disrespect from the student. Meanwhile, the themes drawn for coping strategies are as follows: adaptation, language learning of teachers, help-seeking behavior, implementation of peer learning, and implementation of learner-centered instruction. Lastly, the themes regarding the shared insights to the academe and community are passion for teaching, companionship, and personal and professional growth.