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ABSTRACT

This study focused on the lived experiences of Mathematics teachers in

the application of Heuristic strategy. The research employed a
qualitative research method using phenomenological inquiry. The
participants of this study were 14 Mathematics teachers from the schools
of Asuncion. As to the participants’ lived experiences, five major themes
emerge: considering the students’ learning capacity, encountering
students’ difficulty in comprehending Math problems, observing
students’ active engagement, having difficulty in time allocation, and
learning from the students’ unique Problem-solving style. On the hand,
participants’ coping mechanism on challenges encountered, four major
themes emerged: solving the given problem, planning well the lesson,
shifting to other teaching strategies, and setting more time. Finally, the
insights of the teachers were also mind, four major themes emerged:
motivation to love mathematics, development of thinking skills,
sustainability of using heuristic strategy, and provision of training. The
study showed that when teachers applied Heuristic strategy, the
students will be motivated and constructs meaningful learning they
need.

Keywords: mathematics education, heuristic strategy, problem solving,

phenomenology, thematic analysis, Philippines.