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.
