Abstract
The study determined the responsive practices of primary grade teachers in addressing the numeracy skills gaps of grades 1-3 learners in the Schools Division of Zambales and basis of crafting the responsive numeracy skills teaching model. The study used survey questionnaires as a research tool to collect data. The findings revealed that teacher-respondents assessed the numeracy skills of the learners as numerates and perceived that their responsive practices in addressing the numeracy skills gaps of the learners were practiced. There was a significant relationship between the numeracy skills of learners and responsive practices in addressing numeracy skills gaps of the learners as perceived by the teachers. The developed model aimed to address the numeracy skills gaps of primary grade learners in the School Division of Zambales.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Education Humanities and Social Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
