Impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on  Numeracy Skills Development  Among Key Stage 1 Learners

Author(s)	Gina F. Janaban
Country	Philippines
Abstract	This phenomenological study examined the impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on numeracy skill development among Key Stage 1 learners at Sorsogon Pilot Elementary School (SPES). Using purposive sampling, 14 teachers participated in semi-structured interviews to share their experiences, challenges, and strategies in teaching mathematics through MTB-MLE. The data analyzed thematically, revealed that MTB-MLE generally improves pupils' understanding and engagement in numeracy by utilizing their native languages. However, challenges such as translating mathematical terminology, learners’ varied language proficiency, and limited familiarity with local number words hinder its effectiveness.
Keywords	Mother Tongue-Based Multilingual Education (MTB-MLE), Numeracy skill development, Key Stage 1 learners
Field	Mathematics
Published In	Volume 7, Issue 1, January-February 2025
Published On	2025-02-20
Cite This	Impact of Mother Tongue-Based Multilingual Education (MTB-MLE) on Numeracy Skills Development Among Key Stage 1 Learners - Gina F. Janaban - IJFMR Volume 7, Issue 1, January-February 2025. DOI 10.36948/ijfmr.2025.v07i01.36791
DOI	https://doi.org/10.36948/ijfmr.2025.v07i01.36791
Short DOI	https://doi.org/g85swj

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