This study sought to determine the status of implementation of the existing research-based mathematics teaching (RBMT) strategies and practices as perceived by the mathematics teachers themselves and the students in the Division of Caloocan Cluster North District III during the School Year 2016-2017 where the result of the study may be used as an input to policy initiative. The descriptive method was used in this study using a teacher made questionnaire to gather information about the existing condition in the implementation of the RBMT as perceived by the teacher and student-respondents. Qualitative analysis was used to interpret the results of the scores obtained from the gathered data such as the mean, percentage, and standard deviations. Test of difference for independent samples was also used to determine the significant difference in the responses of the respondents. The findings of the study revealed that majority of the teacher- respondents are bachelor's degree holders, who are relatively new in the teaching with Teacher I positions and have attended five (5) and below numbers of seminars related to mathematics. Perceptions of teacher- respondents on the indicators of RBMT practices such as experiential learning, reflective thinking, constructivist learning, cooperative learning, and inquiry-based learning was rated as "Often Practiced" while the student- respondents rated them as "Always Practiced" which means that the student-respondents perceived their teachers practices to be doing always the Research-Based Mathematics Teaching (RBMT). On Mathematics Learning Environment (MLE), the teacher- respondents rated the indicators such as student cohesiveness, teacher support,
task orientation, and equity as - Very Evident while the Student- respondents rated it as "Highly Evident". The t-test for the independent samples revealed that there is a significant difference between the mean perception of the teachers and the students in the RBMT and MLE. Likewise, a significant difference exists in the teacher-respondents perception of RBMT practices when grouped according to; highest educational attainment and number of years in teaching mathematics. On the basis of the finding therefore, the hypotheses posited in this study are partially accepted. Moreover it is recommended that teachers should be encouraged to enhance their professional growth through enrolment in advanced studies; administrators shall recommend teachers to attend more seminars and trainings in teaching mathematics particularly on RBMT. It is also recommended that mathematics learning environment (MLE) shall be improved by implementing or creating activities that will enhance student cohesiveness, teacher support, involvement, task orientation, and equity with active partnership between the teachers, school administration and parents.