Abstract
This study employed qualitative research, applying a phenomenological approach to determine the best practices, strategies, and challenges of early childhood education teachers in integrating stories into mathematics. This study made use of one-on-one interviews with five (5) early childhood teachers who integrate stories in teaching Mathematics at Western Mindanao State University's (WMSU) Integrated Laboratory School (ILS) in Zamboanga City, Philippines. The study revealed that teachers identified several best practices in integrating stories in teaching mathematics, including the use of relatable stories, colorful instructional materials, and tasks that promote reasoning and problem-solving. To ensure the sustainability of these practices, teachers emphasized the need for lesson preparation, sourcing stories from reference textbooks, and meeting daily objectives. However, integrating stories into mathematics teaching also presents challenges such as literacy issues, material preparation, and managing students' attention and behavior. Teachers have overcome these challenges through strategies like scaffolding, careful planning, and patience. Teachers also emphasized the importance of considering individual differences and providing support, such as extra time and assistance, to students struggling with understanding mathematical concepts through stories.
