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Objectives: This study determined the preparation level of the teachers in teaching Mathematics using Mother Tongue-Based instruction
and also explores the teachers’ feedback in the implementation of MTB instruction. The Philippine curriculum in kindergarten to Grade
3 emphasize the used of mother-tongue in teaching and learning. Elementary Mathematics is very important in the life of the learners.
The teacher performs a vital position within the coaching and gaining knowledge of process. Educationists were locating sensible
answers to the sensible issues within the Philippine Educational System particularly on literacy and comprehension of students.
Methods: This study utilized mixed methods of quantitative and qualitative design. Mean was utilized to determine the level of
preparations of the teachers in teaching MTB. Thematic analysis was also used in determining the teachers’ feedback about teaching
mother tongue in Mathematics.
Results: Findings revealed that the teachers are well-prepared in terms of content and instructional materials in teaching Mathematics
using MTB. Contextualization and innovation are the core strategies in teaching Mathematics. In contextualized teaching, it connects the
learning of basic skills that focuses teaching and learning on the concreate applications in a specific context that is of interest to the
Conclusion: Thus, contextualized and innovative model in teaching Mathematics using mother-tongued based instruction is essential in
the delivery of instruction.
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