Student’s Experience and Challenges in Retaining Mathematical Concepts: Memory, Misconceptions, and Learning Practices

Retaining basic mathematical concepts is critical for success in advanced topics such as geometry, algebra, and trigonometry. Yet, many Filipino junior high school students continue to struggle with memory-related difficulties in mathematics. This article sought to interpret Grade 9 learners’ experiences of retaining or forgetting skills, the strategies employed to recall mathematics, the impact of misconceptions and prior learning environments, and their perspectives on conceptual understanding versus procedural practice. The research used a constructivist epistemological framework, adopting hermeneutic phenomenological research. Five students, chosen through purposive sampling, participated in semi-structured interviews, data were analyzed using reflexive thematic analysis (Braun and Clarke, 2006) within an experiential, phenomenological orientation, focusing on students’ lived experiences and meanings related to retention of mathematical concepts. Findings show that forgetting is closely related to cognitive overload from multiple subjects and home responsibilities, along with classroom distractions and low motivation. Students depends on repetitive practices, notes, examples, online videos, teacher guidance, and informal strategies such as real-life applications. Misconceptions significantly grow from procedural confusion and symbol misinterpretation, while pandemic-era modular learning led to weak foundational skills. However, supportive classrooms nowadays help restore understanding. Generally, students regard procedural practice as vital for remembering yet to recognize that deeper conceptual understanding and positive attitudes make learning more sustained, highlighting the need for instruction that integrates clear explanation, remediation of basics, and reinforcing practice.