Paper Contents
Abstract
AbstractThis study examines the challenges, coping mechanisms, and strategies employed by public elementary mathematics teachers during the "new normal" of remote and hybrid learning caused by the COVID-19 pandemic. Using in-depth interviews and focus group discussions with ten teachers from five public schools in the Davao Region, the study identifies key themes: adaptability in teaching methods, technology integration, and addressing diverse student needs. Teachers adopted flexible, creative, and student-centered approaches to sustain engagement and comprehension. Digital tools like GeoGebra and Kahoot enhanced interactivity but were constrained by resource inequities and limited digital literacy. Differentiated instruction and real-life applications addressed diverse learning needs, while a focus on studentsemotional well-being supported holistic development. Collaborative FGDs emerged as vital platforms for sharing strategies and fostering professional growth. Findings align with educational theories emphasizing active engagement, collaboration, and self-regulation. Systemic barriers such as the digital divide underscore the need for professional development, resource allocation, and policy reforms to support educators. This study highlights the importance of innovative, inclusive practices to ensure equitable and effective post-pandemic mathematics education.Keywords: Mathematics Education, New Normal, Remote Learning, Hybrid Learning, Teaching Strategies, Technology Integration, Digital Divide, Student-Centered Learning, Differentiated Instruction, Educational Resilience.
Copyright
Copyright © 2025 Jenevie W. Cuico. This is an open access article distributed under the Creative Commons Attribution License.
