Vol.15, No.3, August 2026.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

From Belief to Practice: Localizing and Indigenizing Mathematics Instruction in Philippine Elementary Schools

Mark John A. Belleza, Paul David B. Jalandoon, Shela Mae B. Mahigugma-on, Irish Kim P. Barrios, Sharlene Joy D. Amo, Mikka A. Lobaton, Alyssa Marie M. Salavia

© 2026 Mark John A. Belleza, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 15, Issue 3, Pages 3101-3107, ISSN 2217-8309, DOI: 10.18421/TEM153-89, August 2026.

Received: 11 August 2025.
Revised: 15 February 2026.
Accepted: 07 May 2026.
Published: 27 August 2026.

Abstract:

Culturally responsive teaching (CRT) has emerged as a vital approach to promoting equity and inclusivity in education. This study examines the beliefs and practices of 176 elementary mathematics teachers in the district of Carles, Iloilo province, focusing on CRT through localization and indigenization. Using a validated instrument, the results reveal strong alignment with CRT principles and frequent use of localization strategies, yet only moderate implementation of indigenization. Significant positive correlations between teachers’ beliefs and practices affirm pedagogical consistency; however, the uneven translation of beliefs into practice highlights a need for targeted professional development to deepen culturally grounded instruction. Beyond these immediate findings, the study carries broader implications: Strengthening CRT capacities in mathematics education can enhance educational equity, help preserve indigenous knowledge systems, and foster context-sensitive learning environments, particularly in rural and island communities. Furthermore, these findings inform policy development by providing empirical support for culturally aligned teacher training programs and curriculum design across diverse Philippine educational contexts.

Keywords – Culturally responsive teaching, localization, indigenization, mathematics education, teacher beliefs.

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