Collaborative Learning in Math Classes: Teachers’ Perspectives on Group Work and Peer Teaching

Abstract

This qualitative study explored the challenges and coping mechanisms of elementary intermediate Mathematics teachers in employing collaborative learning strategies in their classrooms. Conducted in selected schools within the Mati Central District, Division of Mati City, the study aimed to understand teachers’ perspectives on group work, peer teaching, and the integration of collaborative methods in mathematics instruction. Using in-depth interviews and focus group discussions with purposively selected teacher participants, data were analyzed thematically using framework analysis. Findings revealed three major challenges faced by teachers: passive student participation and group dynamics, misalignment with curriculum pacing and assessment, and lack of preparedness and professional development. In response to these difficulties, teachers adopted coping mechanisms such as strategic group formation, assigning roles and accountability within groups, and designing tasks that foster mathematical discourse and engagement. Furthermore, participants emphasized the need for ongoing professional development, supportive assessment systems, and recognition of collaborative learning’s positive outcomes. The study highlights the importance of equipping teachers with relevant training and institutional support to sustain collaborative practices in math education. Insights from this research can inform policy and program development aimed at improving classroom collaboration, instructional effectiveness, and learner engagement in mathematics.