ESP-3314

Published

2025-08-24

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Vol. 10 No. 8 (2025): Published

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Research Articles

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Copyright (c) 2025 Adelyn L. Tonalete, Donabelle D. Mongao, Magna Anissa A. Hayudini, Sharifa M. Jalaidi, Rumida J. Muktar

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How to Cite

Adelyn L. Tonalete, Donabelle D. Mongao, Magna Anissa A. Hayudini, Sharifa M. Jalaidi, & Rumida J. Muktar. (2025). Analyzing mathematics teachers’ proactive behaviors in teaching mathematics among non-math interested learners. Environment and Social Psychology, 10(8), ESP-3314. https://doi.org/10.59429/esp.v10i8.3314

Analyzing mathematics teachers’ proactive behaviors in teaching mathematics among non-math interested learners

Adelyn L. Tonalete

School of Engineering, Biliran Province State University, Naval, Biliran 6560, Philippines

Donabelle D. Mongao

College of Education, Iloilo State University of Fisheries Science and Technology Dumangas Campus, Dumangas 5006, Philippines

Magna Anissa A. Hayudini

College of Health Sciences, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines

Sharifa M. Jalaidi

College of Education, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines

Rumida J. Muktar

College of Education, Mindanao State University-Sulu, Jolo, Sulu 7400, Philippines


DOI: https://doi.org/10.59429/esp.v10i8.3314


Keywords: activities; KRT; neighborhood watch; Rukun Negara; social cohesion

Abstract

Proactive behaviors in teachers embody a forward-thinking approach essential for addressing the challenges inherent in the teaching profession. Proactive teachers are committed to continuous professional growth, willingly adapting their instructional methods to meet the evolving needs of their students and the demands of modern education. This exploratory study analyzed the experiences of mathematics teachers in managing their classrooms, especially those students with minimal interest in mathematics. Mathematics teachers (n=16) were purposively sampled through online preliminary data gathering. Narratives from interview were gathered and reflexively analyzed to identify key themes and codes. The findings indicated that teaching mathematics to learners who are not naturally inclined toward the subject presented distinct challenges, including mathematics anxiety and disinterest. Mathematics anxiety, often rooted in negative past experiences, manifested as a fear of failure and a reluctance to engage with mathematical tasks also exacerbated by the potential stigma of making mistakes, created a paralyzing barrier to learning. To mitigate this, teachers adapted their strategies to enhance engagement and alleviate learners’ anxiety, employing socio-emotional responsiveness, personalized learning, practical application, and collaboration. These strategies reflect key dimensions of proactive behavior: anticipation, change orientation, and barrier prevention. They created supportive environments by celebrating effort, avoiding pressure for perfection, and demonstrating patience. Personalized learning catered to varying student proficiency levels, incorporating visual aids, technology, and real-world contexts to bridge understanding gaps. Project-based learning connected math to students’ interests and everyday lives while collaboration developed a team-oriented environment. These strategies involved anticipating challenges, predicting outcomes, and adapting interactions based on students’ learning preferences and feelings towards the subject. Having a supportive and adaptable learning environment, teachers can prevent negative behaviors and promote a positive attitude towards mathematics, which encourage student engagement and commitment. This study contributes to a deeper understanding of how proactive behaviors can be intentionally cultivated to create more engaging and supportive mathematics learning environments.

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