Asian Research Journal of Mathematics

Many elementary educators face the daily challenge of teaching students who struggle with basic addition, a difficulty compounded by math anxiety, limited resources, and diverse learning needs. This qualitative study explores the lived realities of seven teachers at Tagawisan Elementary School as they support students with addition difficulties. Through in-depth interviews and thematic analysis grounded in constructivist learning theory, four key themes emerged: persistent instructional challenges, adaptive and creative strategies, significant personal and professional growth, and forward-looking recommendations for practice. The findings reveal that teachers must continually adapt their approaches, drawing on empathy, patience, and resourcefulness to foster student engagement and understanding. These insights underscore the importance of supporting teachers with targeted professional development and accessible resources to enhance mathematics instruction. While the small, context-specific sample limits generalizability, the study offers valuable recommendations for policy and practice, including institutionalizing adaptive teaching strategies and prioritizing foundational math skills. Further research is recommended to explore diverse educational settings and to examine the long-term impact of these strategies on student outcomes.