Abstract
This phenomenology study aimed to explore and understand the lived experiences of non-mathematics major teachers teaching mathematics. Using purposive sampling, the participating 14 non-mathematics major teachers teaching mathematics from the different public schools around the Division of Davao del Norte were identified. All of them participated in the in-depth interviews. Results revealed the experiences of the participants: facing challenges in curriculum content and resources; gaining new knowledge with mathematical skills; taking pride in perseverance and resourcefulness; and being committed to continuous learning. In response to the challenges they have encountered, they deemed the following coping strategies essential: finding inspiration to teach by students’ enthusiasm for learning; preparing diverse resources for student engagement; adapting and consulting references to improve teaching mathematics; and engaging to self-care and stress relief strategies. Upon reflecting on their entire experience, they arrived at the following insights: embrace growth through learning and adaptation; teaching requires mutual effort from both teachers and students; remain flexible and adaptable; stay resilient and determined amidst challenges; find joy in teaching and value in teaching mathematics; and implementation of trainings and seminars. The results of this study were anticipated to be meaningful and important to the participants, teachers, students, and researchers.
