EXPLORING DIFFERENTIATED INSTRUCTIONS IN TEACHING FRACTIONS TO GRADE 2 LEARNERS: BASIS FOR PROFESSIONAL INTERVENTIONS FRITZY C. COLMO, MARVIN C. SERRATO, JENNY ROSE F. SOTTO, MARK ANTHONY M. FELONGCO, LPT, ROGELIO D. RASAY III, EdD
Santo Nino College Foundation, Inc.
New Hope School of Agriculture and Fishery, Inc.
Abstract
This qualitative research explored the differentiated instruction strategies employed by teachers in teaching fractions to Grade 2 learners in a public elementary school. Data were collected using a key informant interview questionnaire and through in-depth interviews with purposively selected Grade 2 mathematics teachers and were thematically analyzed to extract significant patterns and insights. The findings revealed several instructional challenges, including learners^ conceptual difficulties in understanding fractions, lack of adequate instructional resources, time constraints, and minimal parental support. Teachers identified professional interventions such as continuous professional development programs, lesson study sessions, mentoring, and peer coaching as essential measures for improving instructional practices. Furthermore, the participants recommended context-responsive teaching strategies, including the use of manipulatives, contextualized and activity-based instruction, group-based differentiated tasks, and consistent capacity-building initiatives for teachers. The study concluded that differentiated instruction in teaching fractions requires not only innovative teaching strategies but also sustained professional support and school-based systems to address instructional challenges effectively. Based on these conclusions, recommendations were made for school administrators, teachers, the Department of Education, and future researchers to collaboratively strengthen mathematics instruction and improve learner outcomes in fractions.
