Abstract

The COVID-19 crisis has drastically transformed how mathematics education can and should be delivered to students. The main objective of this article is to describe the emerging instructional practices of Filipino teachers in remote mathematics education amid the current global crisis. Following a descriptive approach in qualitative research, mathematics teachers from Mindanao, Philippines were involved in this study. The data were collected through online interview procedures and examined following the thematic analysis technique. The result revealed four themes: 1.) selecting the most suited remote learning modality for students; 2.) providing alternative teaching approaches for difficult concepts; 3.) assessing and monitoring the learning progress of the students; and 4.) involving the community in the teaching and learning delivery. These themes shape the instructional practices of the teachers in remote mathematics education in the context of the present crisis. Based on the conclusions of this study, some insights are discussed at the end of the paper for further improvement of the current practices in remote mathematics instruction.

Keywords

References

• Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00359-2
• Ball, D. L., & Bass, H. (2002). Toward a practice-based theory of mathematical knowledge for teaching. In B. Davis & E. Simmt (Eds.), Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group (pp. 3–14). CMESG/GDEDM. https://files.eric.ed.gov/fulltext/ED529557.pdf
• Bernardo, J. (2020, July 30). Modular Learning most preferred parents: DepEd. ABS-CBN News. Retrieved from https://news.abs-cbn.com/news/07/30/20/modular-learning-most-preferred-by-parents-deped
• Brossard, M., Cardoso, M., Kamei, A., Mishra, S., Mizunoya, S., & Reuge, N. (2020). Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19. Innocenti Research Briefs no. 2020-09. UNICEF Office of Research. Retrieved from https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html
• Cahapay, M. B. (2020). Reshaping assessment practices in a philippine teacher education ınstitution during the coronavirus disease 2019 crisis. Pedagogical Research, 5(4), em0079. https://doi.org/10.29333/pr/8535
• Cassibba, R., Ferrarello, D., Mammana, M. F., Musso, P., Pennisi, M., & Taranto, E. (2021). Teaching mathematics at distance: a challenge for universities. Education Sciences, 11(1), 1. https://doi.org/10.3390/educsci11010001
• Caulfield, J. (2019, September 6). How to do thematic analysis. Scribbr. Retrieved from https://www.scribbr.com/methodology/thematic-analysis/
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage.
• Dangle, Y. R. P., & Sumaoang, J. D. (2020). The implementation of modular distance learning in the Philippine secondary public schools [Paper presentation]. 3rd International Conference on Advanced Research in Teaching and Education (November 27-29), Dublin, Ireland. Retrieved from https://www.dpublication.com/wp-content/uploads/2020/11/27-427.pdf
• Department of Education. (2020, June 19). Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in the Light of the COVID-19 Public Health Emergency. Author. Retrieved from https://www.deped.gov.ph/2020/06/19/june-19-2020-do-012-2020-adoption-of-the-basic-education-learning-continuity-plan-for-school-year-2020-2021-in-the-light-of-the-covid-19-public-health-emergency/
• Gallagher, K. (2020, November 16). Ways to Provide Peer Support During Remote Teaching. TeachHUB.com. Retrieved from https://www.teachhub.com/professional-development/2020/11/ways-to-provide-peer-support-during-remote-teaching/
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
• Iyengar, R. (2021). Rethinking community participation in education post Covid-19. Prospects, 51, 437-447. https://doi.org/10.1007/s11125-020-09538-2
• Irfan, M., Kusumaningrum, B., Yulia, Y., & Widodo, S. A. (2020). Challenges during the pandemic: use of e-learning in mathematics learning in higher education. Infinity Journal, 9(2), 147. https://doi.org/10.22460/infinity.v9i2.p147-158
• Khirwadkar, A., Khan, S. I., Mgombelo, J., Obradović-Ratković, S., & Forbes, W. A. (2020). Reimagining Mathematics Education During the COVID-19 Pandemic. Brock Education Journal, 29(2), 42-46.
• Lavrakas, P. J. (2008). Encyclopedia of survey research methods (Vols. 1-0). Sage. https://doi.org/10.4135/9781412963947
• Liberman, J., Levin, V., & Luna-Bazaldia, D. (2020, November 23). Learning in the time of COVID-19: the role of learning assessment in reopening schools. World Bank Blogs. Retrieved from https://blogs.worldbank.org/education/learning-time-covid-19-role-learning-assessment-reopening-schools
• Llego, M. A. (2020). DepEd learning delivery modalities for school year 2020-2021. TeacherPH. Retrieved from https://www.teacherph.com/deped-learning-delivery-modalities/
• Magsambol, B. (2020, October 5). Over 24 million filipino students back to school during pandemic. Rappler. Retrieved from https://www.rappler.com/nation/filipino-students-back-to-school-during-coronavirus-pandemic-october-5-2020
• Mailizar, M., Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
• McAfee, T. (2012). Teaching strategies for the high school math classroom [Unpublished undergraduate thesis]. Western Oregon University. Retrieved from https://digitalcommons.wou.edu/honors_theses/56
• McCombes, S. (2019, May 15). Descriptive research. Scribbr. Retrieved from https://www.scribbr.com/methodology/descriptive-research/
• McLeod, V. (2020, March 16). COVID-19: A history of coronavirus. Lab Manager. Retrieved from https://www.labmanager.com/lab-health-and-safety/covid-19-a-history-of-coronavirus-22021
• National Research Council. (2002). Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. The National Academies Press. https://doi.org/10.17226/10129
• Salmons J. (2015). Qualitative online interviews (2nd ed). Sage
• Sarı, M. H., & Keser, H. (2021). Classroom teachers' online teaching experiences during the COVID-19 pandemic: The perspective of technological pedagogical content knowledge. Journal of Pedagogical Research, 5(4), 251-269. https://doi.org/10.33902/JPR.2021474706
• Shereen, M. A., Khan, S., Kazmi, A, Bashir, N., & Siddique, R. (2020). COVID-19 infection: Origin, transmission, and characteristics of human coronaviruses. Journal of Advanced Research, 24, 91-98. https://doi.org/10.1016/j.jare.2020.03.005
• Townsley, M. (2020). Grading Principles in Pandemic-Era Learning: Recommendations and Implications for Secondary School Leaders. Journal of School Administration Research and Development, 5(1), 8-14.
• UNESCO (2020). COVID-19 response - remote learning strategy. Author. Retrieved from https://en.unesco.org/sites/default/files/unesco-covid-19-response-toolkit-remote-learning-strategy.pdf
• Yumol, D. T. (2020, April 22). All PLM students to get passing mark amid COVID-19 crisis. CNN Philippines. Retrieved from https://www.cnn.ph/news/2020/4/22/all-plm-students-get-passing-mark-covid-crisis.html

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.