Exploring the Difficulties Encountered by Grade 1 Pupils in Recognizing Numbers at Sitio Tapayan Elementary School

Rosa D. Pinca; Celso C. Dumalig

doi:10.55927/ijsmr.v4i9.127

Authors

Rosa D. Pinca Northeastern College, Inc. Graduate School, Santiago City
Celso C. Dumalig Northeastern College, Inc. Graduate School, Santiago City

DOI:

https://doi.org/10.55927/ijsmr.v4i9.127

Keywords:

Early Numeracy, Number Recognition, Grade 1 Pupils

Abstract

This study explored the difficulties encountered by Grade 1 pupils in recognizing numbers at Sitio Tapayan Elementary School using a qualitative phenomenological research design. Data were gathered through semi-structured interviews, classroom observations, and case analysis, then analyzed using thematic analysis. The findings revealed that pupils experienced challenges in identifying similar numbers, sequencing numbers, and maintaining attention during numeracy activities. These difficulties were influenced by limited home support, instructional practices, and learner readiness. Based on the identified themes, a school-based intervention plan was proposed to strengthen number recognition through interactive teaching strategies, parental involvement, and multisensory learning activities. The study provides practical insights for improving early numeracy instruction and supporting learners’ foundational mathematical development.

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