Think-Talk-Write Integration in Mathematics Instructions: Teachers’ Perceived Effectiveness, Challenges, and Influencing Factors

This study examined the integration of the Think–Talk–Write (TTW) strategy in mathematics instruction, focusing on teachers’ perceived effectiveness, implementation challenges, and the relationships among these variables. Using a quantitative descriptive–correlational design, data were collected from junior high school mathematics teachers in the Schools Division of Pangasinan II through a structured questionnaire. Findings revealed that TTW integration in mathematics instruction was very high, indicating that teachers consistently implement thinking, collaborative discussion, and written reflection in classroom practice. The strategy was perceived as very effective in enhancing student engagement, conceptual understanding, and problem-solving performance. However, teachers reported serious challenges related to students’ difficulty in expressing mathematical reasoning in writing, large class sizes, time constraints, and limited instructional resources. Correlational analysis showed a significant positive relationship between the extent of TTW integration and teachers’ perceived effectiveness, while no significant relationship was found between TTW integration and implementation challenges. The findings highlight TTW as a sustainable and learner-centered instructional strategy for improving mathematics teaching and learning.