ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the learning experiences of non-numerate Grade 1 pupils in Bacolor North District, Pampanga, for the School Year 2024–2025. Using a qualitative phenomenological design, it aimed to describe the pupils’ challenges in learning mathematics, their engagement patterns, teachers’ modified strategies, and existing support programs to enhance numeracy skills. Data were gathered through semi-structured interviews with Grade 1 teachers and were analyzed thematically using Braun and Clarke’s (2006) framework. Findings revealed that pupils struggled with math cognition, conceptual understanding, and engagement, often exhibiting low confidence, shyness, and a reliance on teacher guidance. Teachers address these through concrete, visual, and interactive materials, personalized instruction, and motivational support. Existing programs offer targeted interventions, varied learning modalities, and collaborative monitoring. To improve learning, a structured multisensory numeracy program, differentiated remediation strategies, and strengthened support systems are recommended. The study concluded that improving numeracy among non-numerate pupils requires targeted, multisensory, and collaborative approaches involving teachers, parents, and school support systems. Keywords: Unheard Stories, Grade 1, Phenomenology, Lived Experiences