By Henrylito D. Tacio
Mathematics is the subject that the majority of Filipino students detest the most. It is, after all, quite difficult to determine the values of x, y, and z, and the formula to be used is even more confusing.
But to Abigail Te Eng Fo Magsombol, the world of mathematics is “fascinating because numbers are like colors,” she admits. “I’ve always had a passion for them. Math offers endless strategies, even with letters and variables, leading to a clear goal. It’s the challenge of finding solutions that makes it so exciting!”
Unsurprisingly, she earned a Bachelor of Science in Mathematics from the University of the Philippines in Diliman, Quezon City. “Mathematics is essential in our daily lives—like a life-support system,” she explains. “We rely everything on Math, helping us make sense of the world around us!”
Although mathematics is her passion, her childhood dream was to become a teacher. “As a kid, my biggest dream was to be a teacher,” she admits. “I felt a strong calling to serve others by sharing knowledge. There was something special about the idea of inspiring and helping others grow that always resonated with me.”
Magsombol worked as a mathematics teacher at the elementary and secondary levels at De La Salle University Integrated School. “My responsibilities included ensuring effective teaching-learning process and maintaining classroom discipline,” she says. “I evaluated student performance through quizzes and exams, promptly submitted departmental requirements, and addressed disciplinary issues as needed.”
Still young and looking for opportunities, she saw this when she received an offer to work at Alamogordo High School in New Mexico.
“My decision to come to the United States was driven by my desire to teach and participate in the Teacher Exchange Program,” Magsombol says. “This opportunity aligns with my goals to stay responsive and competitive in a dynamic academic environment.”
She enthusiastically approached the new chapter of her life, “eager for continuous improvement through cultural exchanges and diverse experiences that will enhance my teaching,” she explains. “I believe in sharing valuable insights and teaching strategies with others.
Magsombol’s ultimate goal is to learn and give back. “I want to share my knowledge with underprivileged students and inspire them to realize their dreams and reach their full potential,” she points out. “Ultimately, meaningful engagement in our communities is essential for proper growth and fulfillment.”
Like most teachers from the Philippines, her task at Alamogordo High School was challenging. Now, she says, “As a mathematics educator, I focus on developing culturally sensitive assessment techniques to address the unique educational needs of New Mexico students.
She further states, “Collaborating with educators across the state, I am dedicated to establishing essential algebraic standards for Grades 6-9. I’ve fully committed myself to supporting students through after-school tutoring, summer school, and extended-year programs, reflecting my passion for positively impacting their academic and personal growth.”
It was totally different from what she used to do in the Philippines. “I’ve learned that experience is the best teacher, and the impact of the exchange program relies on my perspective and choices,” she says. “Staying optimistic and setting aside biases has been crucial. While certain practices may need adjustment to meet the specific needs of students here, I focus on proactive solutions rather than dwelling on challenges. I prefer to channel my energy into high-impact initiatives.”
As the sole teacher responsible for the Pre-AP Algebra 1 classes at the school, she guaranteed that the teaching methods used met the rigorous standards of the College Board, known for its commitment to educational excellence.
“My efforts were recognized when I received an award in May 2021, highlighting my impact and leadership,” she discloses. “I played a crucial role in preparing students for advanced mathematics and helping them meet high expectations within the curriculum.”
Magsombol served as the team leader of the Freshman Academy for the Mathematics department, where she was entrusted with the most challenging Grade 9 students. “This role involved mentoring other Algebra 1 teachers and guiding students through their transition to high school,” she says. “I addressed behavioral issues by setting clear expectations and building supportive relationships. My contributions were essential to the Freshman Academy’s success, fostering a positive learning environment and promoting a culture of academic and personal growth.”
Magsombol, in a learner-centered classroom, used several techniques to make learning more fun and insightful, such as collaborative activities, interactive discussions, and real-life problem-solving to help develop critical thinking skills. Using the “inquiry-based approach” and the “constructivist approach” “enables me to act as an innovative facilitator rather than just a lecturer, supporting my students’ growth and helping them become engaged global citizens,” Magsombol says.
She focused on integrating technology to further enhance comprehension and maintain students’ engagement. “I also recognized the importance of students’ social and emotional learning, as understanding oneself and others creates a supportive environment for idea exchange.”
As a result of these initiatives, she received positive student responses. “They often take the time to thank me whenever they see me on campus and share with their parents how much they’ve learned throughout the year,” she says. “Many of them also attend my after-school sessions for additional consultation, which shows their commitment to their own learning and the value they place on our time together.”
Magsombol participated in several impactful training programs and seminars to further enhance her teaching skills. She facilitated curriculum-aligned activities through Pathway2Careers, supporting student engagement in math and integrating technology into education. She participated in a professional learning series by the New Teacher Project, integrating computer science into math instruction to enhance student engagement and inclusivity. Additionally, she attended QCamp, focusing on quantum computing and its applications, which fostered critical thinking and collaboration among educators and students.
Magsombol participated in the two-year “Focus on Algebra” learning series as an advanced mathematics teacher. “I was one of only two representatives from our school in the first cohort, which included over 95 educators from across New Mexico,” she says.
“In this program, I took the lead in assessing curriculum and instructional design, focusing on scope and sequence,” Magsombol adds. “The initiative aimed to enhance algebra readiness for grades 6–9 through professional learning centered on effective instructional practices and algebraic content aligned with state standards. We engaged in in-person and virtual sessions, collaborating with teachers, administrators, and coaches to deepen our understanding of algebra and better prepare our students for Algebra 1.”
Some recognitions, including the STI Spring 2024 Scholarship and her participation in national workshops, underscore her commitment to professional development. These reflected her dedication to advancing education.
In 2014 and revised in 2022, she wrote Global Mathematics 9, published by The Library Publishing House, Inc. “(The book) aims to enhance mathematics education for educators and students. Inspired by the need for comprehensive, accessible resources, I sought to create a textbook that aligns with current educational standards and engages students with real-world applications of mathematical concepts.”
She further explains, “The book covers various topics designed to build a solid foundation in mathematics while promoting critical thinking and problem-solving skills. Its user-friendly approach includes multiple exercises, examples, and illustrations to cater to diverse learning styles. As the saying goes, achieving milestones like writing a book, planting a tree, and raising children is fundamental in life.”
She also completed the Advancement Program Level Micro-Credential Courses – designed to advance licensure and professional goals – the New Mexico Public Education Department offers. She’s also the only teacher from her school to have completed the advancement from Level 2 to Level 3 as of June 30, 2024, demonstrating her commitment to excellence and professional growth.
Magsombol has also enrolled in the Harvard Bok Higher Education Teaching Certificate program to enhance her pedagogical skills and deepen her understanding of effective teaching practices in higher education.
“This prestigious program equips me with evidence-based strategies and innovative approaches to engaging diverse learners, fostering inclusive classrooms, and effectively assessing student learning outcomes,” she says. “Through coursework and collaborative projects, I am developing a comprehensive toolkit that will empower me to create impactful learning experiences and contribute to the academic success of my students to achieve their dreams.”
Now, with her life experiences, Magsombol, as a mathematics teacher, aspires to create an engaging and inclusive learning environment that empowers students to embrace their unique identities while mastering mathematical concepts. “I seek to move beyond traditional teaching methods by integrating culturally and socially relevant practices, making math relatable and applicable to students’ lives,” she says.
“My goal is to cultivate a classroom culture where students feel confident expressing themselves, taking risks, and celebrating their achievements,” she says.
However, her ultimate goal is to facilitate her students’ success, thus helping them become proficient in math and exceptional individuals who can contribute meaningfully to society.
Her future plans include establishing a school dedicated to providing quality education to deserving students, especially those from less fortunate backgrounds. “Regardless of their circumstances, every child deserves access to a supportive learning environment where they can thrive,” Magsombol says. The school she has in mind fosters a love for learning, encourages critical thinking, and emphasizes academic and personal growth. “I want to empower students to reach their full potential and equip them with the skills they need to succeed,” she says. “By focusing on inclusivity and community support, I want to create a nurturing space where driven students can overcome challenges.”
