Exploring the Role of Mother Tongue in Mathematics Education: Benefits and Challenges of Language Localization

Language serves as a fundamental medium for communication and comprehension in the classroom, particularly in subjects such as mathematics, where abstract concepts are often conveyed through verbal and written instruction. However, for learners whose home language differs from the dominant language used in educational settings, language can become a barrier rather than a bridge to understanding. This study explores the experiences of mathematics teachers in implementing Mother Tongue-Based Multilingual Education (MTB-MLE) in Grades 1 to 3 at a public elementary school in Davao del Sur. Using a qualitative phenomenological design, data were collected through Key Informant Interviews (KII) and analyzed thematically. Findings revealed that using the mother tongue in mathematics instruction enhances student attentiveness, participation, comprehension, and confidence in expressing ideas. However, challenges emerged, including difficulties in translating mathematical terms, learners’ limited vocabulary in the local language, and the lack of instructional materials in Sinugbuanong Bisaya. To address these challenges, teachers employed strategies such as using real objects, promoting cooperative learning, adjusting unfamiliar terms, and incorporating technology. The study highlights the importance of the mother tongue in improving learning outcomes and recommends stronger institutional support, localized teaching resources, and ongoing teacher training to ensure the effective implementation of MTB-MLE in mathematics education.