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Research Article

Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis

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Berne Madriaga , Allan Jay Cajandig
Psych Educ Multidisc J, 2025, 36 (9), 979-989, DOI: https://doi.org/10.70838/pemj.360901, ISSN 2822-4353
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Abstract

Culturally Responsive Mathematics Teaching (CRMT) has gained global recognition for addressing the diverse cultural backgrounds of learners. This qualitative study, employing a phenomenological approach, explores the effects of CRMT in selected secondary schools in Senator Ninoy Aquino, Sultan Kudarat, during the 2024-2025 school year. Ten mathematics teachers participated in semi-structured interviews and a focus group discussion. Data were analyzed using Max van Manen’s Phenomenological Approach. Findings revealed twelve (12) relevant themes: Integration of cultural context in teaching, Navigating cultural diversity, Emotional responses to culturally responsive teaching, Evolution of teaching perspectives, Challenges in implementing culturally responsive math teaching, Influence of school policies, community expectations, and student backgrounds, Support and resources for culturally responsive teaching, Role of interactions with colleagues, administrators, and parents, Evolving teaching approaches, Aspirations in culturally responsive teaching, Impact of culturally responsive teaching on identity, and Desired changes in mathematics education. Teachers’ shifting views on CRMT highlight the integration of technology, real-world relevance, and cultural context despite systemic challenges. They aim to promote equity, inclusion, and deeper learning. Future studies should explore CRMT’s long-term effects on student achievement. This study adds to the discourse on inclusive math education and calls for stronger systemic support in diverse classrooms.

Keywords Mathematics Education culturally responsive teaching teacher perspectives phenomenological analysis educational worldview
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The team behind this paper

2 authors, 2 institutions.

This paper Sumilil National High School Department of Education — Philippines Sumilil National High S… 1 author Sultan Kudarat State University — Philippines Sultan Kudarat State Un… 1 author Berne Madriaga — corresponding author BM Berne Madriaga ✉ Allan Jay Cajandig AC Allan Jay Cajandig

Readership

471 reads over 19 months.

May 2025 November 2026

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Closest of 51 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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Berne Madriaga 0x8dBbcA…6e81eD 450,000 (45%)
Allan Jay Cajandig 0xAf1cab…612d86 450,000 (45%)
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Bibliographic Information

Berne Madriaga, Allan Jay Cajandig, (2025). Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis, Psychology and Education: A Multidisciplinary Journal, 36(9): 979-989
Bibtex Citation
@article{berne_madriaga2025pemj,
author = {Berne Madriaga and Allan Jay Cajandig},
title = {Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {36},
number = {9},
pages = {979-989},
doi = {10.70838/pemj.360901},
url = {https://scimatic.org/show_manuscript/5106}
}
APA Citation
Madriaga, B., Cajandig, A.J., (2025). Unveiling the Worldview of Mathematics Teachers Towards Culturally Responsive Mathematics Teaching: A Phenomenological Analysis. Psychology and Education: A Multidisciplinary Journal, 36(9), 979-989. https://doi.org/10.70838/pemj.360901

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