Spiral Progression Approach in Teaching Mathematics: an Evaluation of Teachers’ Performance

Clarence Benson Derama Binagatan

doi:10.36948/ijfmr.2026.v08i05.88625

Spiral Progression Approach in Teaching Mathematics: an Evaluation of Teachers’ Performance

Author(s)	Mr. Clarence Benson Derama Binagatan
Country	Philippines
Abstract	This study examined how well Mathematics teachers understand, implement, and use the Spiral Progression Approach. The results were used to create a Mathematics Spiral Progression Enhancement Program. Thirty-seven Mathematics teachers took part in the study, which used a descriptive-correlational research design. Data came from a researcher-made questionnaire, a teacher performance assessment, and official IPCRF records. The study used descriptive statistics like frequency, percentage, mean, weighted mean, and mean percentage score to describe the data and inferential statistics to find significant relationships between variables. The results showed that teachers had a satisfactory understanding of the Spiral Progression Approach and performed satisfactorily, as shown by their IPCRF ratings. However, their knowledge of Mathematics content standards was lower than expected, which suggests a need to improve curriculum-related skills. Teachers often used strategies linked to the Spiral Progression Approach, especially in organizing lessons, sequencing, and gradually introducing mathematical concepts. However, teachers had difficulty connecting what students already knew to new ideas and linking lessons across different grades. Most demographic factors did not significantly affect teacher performance. There was a strong link between how teachers rated the Spiral Progression Approach and their knowledge of Mathematics content standards, and teachers with more experience had better IPCRF performance. Based on these results, a Mathematics Spiral Progression Enhancement Program was suggested. This program focuses on curriculum unpacking, mapping content standards, integrating concepts, transfer-based learning, peer coaching, lesson study, mentorship, and ongoing professional development. Its goal is to improve teachers’ curriculum knowledge and teaching practices and to help them use the Spiral Progression Approach more effectively in Mathematics.
Keywords	Individual Performance Commitment and Review Form; Spiral Progression Approach; teacher performance assessment.
Field	Mathematics
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-09-30
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.88625

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Spiral Progression Approach in Teaching Mathematics: an Evaluation of Teachers’ Performance

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