Research Questions Guide Questions

a. What is like teaching mathematics in the

midst of the pandemic?

1. What are the lived experiences of

elementary teachers in the promotion
of numeracy skills in the new normal
setting?
 1. What are the lived experiences of
elementary teachers in the promotion
of numeracy skills in the new normal
setting?

b. How did you teach mathematics concepts

in the new normal?

Are there any challenges occur while you

promote student’s skills in numeracy?
2.1.1. If yes, what are those? If none,
why?

2. What are the barriers observed by

elementary teachers in promoting
numeracy skills in the new normal
setting?
2. What are the barriers observed by
elementary teachers in promoting
numeracy skills in the new normal
setting?

2.2 Do you find it difficult to still promote

numeracy skills even with the existence of
these challenges?
2.2.1 If yes, why?
2.2.2 If no, why?

Is there any particular pedagogy you have

utilized/practice while promoting your
student’s skills in numeracy in the middle of
this pandemic?
3.2.1 If yes, what are those?
 how do you effectively practice those
strategies and why do you say so that it’s
effective in promoting numeracy skills of
3. What are the pedagogical practices students?
employed by elementary teachers in
promoting numeracy skills in the new
norm in education?
 Participants
A B C

(Since we use pure

(Teaching mathematics for modular learning
(So for me, Teaching
me in the times of modality, one
mathematics in the midst
pandemic is very challenge is when
of pandemic is very
challenging and tasking. learning modules or
challenging considering
Given that we don’t have sheets were returned
in the new normal in
any face to face unanswered. So
education today.)
interaction) modules were returned
to us with no answers.)
 (During these
pandemic times, my
pupils adapt home
schooling modality
which is facilitated by
parents only,
guardians or tutors
since we are engaging
(So since students can't
or utilizing pure
even go to school, all I
modular learning. What
have to do is just to
I am doing is that I am
monitor students by
constantly
(I teach mathematics with asking their parents. I
communicating the
adjustments especially tend to contact the
parents via
since we are in the new parents through
messenger, call or text.
normal of education.) messenger or thru text
I contact parents then
message so that we can
ask to them regarding
be able to explain to their
their children. It is
parents on what should
because the
be done.)
collaboration of the
parent is much needed
to better improve their
learning because of
course they are the
ones who have more
time with their
children.)

(Yes. We are challenge (Yes. Some guardians

on how to assess the don’t know how to
(Yes, the challenge in
child since we do not answer. That is why it
monitoring their progress
have the full control in is a very big challenge
in strengthening their
assessing them first- for us teachers as it
numeracy skills because
hand because they do also affects student’s
their progress can’t
not come to school to learning For sure the
somehow be traced.
have our face to face learning of the children
discussion.) is very much affected.)
 (Yes, because Teaching
(Yes. Because Unlike face
mathematics in the midst
to face before that you can
of pandemic is very
track the child's progress Yes, because some
challenging as it limits
than now where you will parents were not
our interaction with the
have a hard time educated
students as well as
especially with slow
teaching strategies due
learners.)
to the COVID-19.

Yes by utilizing video Yes, through CRA Yes, I employ

content Approach pedagogy of care
 (As a teacher during this
pandemic I have applied
CRA Approach - (For me, When we
Concrete touch emotional factor,
(In my case, we have a
Representational and those parents and
group chat where I send
Abstract approach in students they feel
quality assured lecture
mathematics in which loved because I give
videos, then sometimes
learners learn from time and effort on them
YouTube videos as
pictures then that will surely
learning resources for
representations to contribute to the
children. Their parents
abstract concept of motivation of the child
also submit flash drive, or
mathematics. So from to learn so that they
for some blank cd, then I
pictures, then can further develop
share videos so they can
representations then their skills in
play at home in their math
abstract, then numbers. numeracy. Students
lessons. Of course, it can
So that’s one approach will be convinced to
develop the child's
that I employed during study, because they
numeracy skill because
this pandemic which I will have in mind that
while watching videos
found out effective base the teacher will have
about the class, they can
on the results of students follow-up, so it will
learn at the same time.)
so far where most of awaken also their
them have passed with interest to study.)
all the given test
assessments.
Participants
D E F

(Teaching
Mathematics subject
in the middle of the
pandemic really (I did not find it
requires acceptance challenging because for
in order for us to me, it is fulfilling to teach, (For me, teaching math
become aware with especially math, even in in the middle of the
the situation and the midst of a pandemic, pandemic is difficult
easily adapt on the because I get more since we have changed
circumstances. motivated to know what is our situation and also I'm
Awareness and the best thing to do to worried about the
acceptance itself, not improve their numeracy students about what
only awareness of skills. For me there is no strategy I'm going to do
the new system of obstacle as long as you especially math which is
our education but know how to properly a bit difficult to teach.)
also awareness of assess them. I am just
the situation that being positive.)
students and parents
already experience
at present.)
 (Constant
(What I did is I collaborate
communication with
with parents since they
parents because (There are lots of efforts
are the ones closer with
there is no face to to do in order to survive.
their children. So I am
face interaction with The teaching strategy
made aware of their
students, so by imparted to them, the
parents because they are
communicating with correct strategy and
also the frontliners of their
their parents I can effective one especially
children in terms of
assess where the in mathematics, as well
teaching. So for me, I can
children are lacking, as making of bulky
communicate fairly all the
where they need modules. It is really an
needs of the students so
remedial, what else extra workload.)
that they can assess their
they need to do.)
children at home.)

(Yes. There are also

(Yes. The challenge parents who were busy
is whenever I send with their works that’s
them lesson on why sometimes they
(So many barriers. So it
PowerPoint then it cannot get it on time. I
is very difficult having
can't be opened cannot draw away that
this kind of modality
because of the their parents are working
because the interaction
internet connection for their survival that’s
is limited as well as our
and the insufficient why they don’t have time
strategies in teaching.
storage of the cell in accompanying their
phone of their students in answering
parents. their modules especially
in mathematics.
(Yes. Because There
are a few who can't Yes, because of the
open the study challnege that Some
Yes, because It is
materials of course modules are returned
difficult to know if they
because of lack of without answers. It seems
have learned and if they
gadgets. It can that they only select and
have retention.)
really hinder learning answer the modules that
whenever these are they can.)
lacking.)

Yes, through
Yes, through guided Yes, through game-
gamification in
practice. based approach
teaching
 (For the class to be
interactive and lively
(I guide them with all the
there are apps and
directions. Specifically I
games that I present to
demonstrate first on how
the students so that the
(I utilize Kahoot and to get the answer from
children will not be bored
other applications the problem solving task,
through online
wherein I integrate as well as the steps on
gamification. That's why I
games to strengthen how to come up with the
incorporate the lesson
their interests and answer. Later my
with games during our
not become bored students will collaborate
math subject. Which I
with the topic. With with me and together we
found it effective
this kind of strategy, I all perform the task.
because I’ve seen in the
really find it effective Lastly, I let them
results of the children’s
in promoting their demonstrate the task on
performance test. It is
numeracy skills.) their own. For me, it is
also effective because
much more convenient
they increase their
and suitable for this new
grades then they get the
normal in education.)
right answer, and they
can answer easily.)
 G H I

(I'm confused if they really

answered. You can ask if
(Teaching Mathematics is like having
the child is really answering
Positive and Active Mind-setting is
or just copying answers
(For me, teaching math in the only thing because for me I
from online sites. I really
the middle of the pandemic believe that all the obstacles to our
experience this one. Their
is difficult since we have new normal in education, especially
answers really made by
changed our situation and challenges in promoting numeracy
others. It is exactly true. I
also I'm worried about the skills can be acted upon if our minds
am confuse if the child
students about what are directed to formulate a solution,
really answers these math
strategy I'm going to do ways and strategy. Of course life
exercises or there are
especially math which is a must go on, education is going to
those who take part.
bit difficult to teach.) continue despite the pandemic,
Because when I check the
whatever means I will do the best
modules, the penmanship
thing to deliver the math concept.)
are really different, so I am
really confuse on their
academic performance.)
(We go out of school, like in
barangay shelter we have
some IM’s in math then we
(We collaborated with the barangay
assess them there. Also, (I establish communication
officials, other stakeholders and we
we have programs like to parents and students.
have scheduled to visit each district
mathematics; we call the Communication must not be
within barangays and gather the
Palangga Ka Program at lost so that you can also
children there to engage them with
school when we come to ask about the situation of
activities that develop their numeracy
the barangay shelter aside the child in their home.)
skills like in math operations.)
from having online
connection with the
students.)

(Yes. Not everyone can

avail because only a few
have android phones. Then
another is the data
Yes, like not all students Yes, just like the difficulty in
connection because the
answer their modules assessment
signal is slow then it’s
expensive that’s why I have
difficulty communicating
with them.)
 (Yes, because there is no (Yes. because it's hard to follow up
face to face interaction, and with them, it’s hard to assess, it's
then we can't teach the Yes.because of the hard to explain, give examples or
whole process. The adjustemnets and difficulty check if they understand or not
strategy is somewhat because we don’t have face to face
limited.) interaction.)

Yes, though visual Yes, through collbarotive Yes, by uilizing ready made
representations through virtual means. discussions from tv and youtube
 (I practice coordinated
synchronous activity
(All I have to do is to put
wherein together with my
activities in the printed
students we answer math
materials that would
problems and equations like (My way of promoting numeracy
develop their thinking in
they also share their skills is through ready-made
which they could connect
answers, why their answers discussions from television and
things that’s why I
are different from the YouTube that I forward to the
incorporate picture and
others. With these, I can children like in our group chat.
visual symbols so that
see that the child has
learners will be eager to
learning through that, and
look at their materials.)
then I can see that the child
is interested.)
 Theme/s Emergent Theme/s
J

Encountering Difficulty
and Challenge,
(It is difficult for teachers
Personifying Awareness
because it creates an extra
and Acceptance of the
workload for us like printing lots
New Normal Setup,
of modules. It is very tasking then
Embodying Positive and
at the same time we also need to
Active Mind-setting ,
address the needs of the
Experiencing Confusion
children; we also need to
on Students’ Academic
evaluate their learning out from
Performance,
their modules and tasks.)
Experiencing Extra
Workload as Teacher
 Facing Adjustment to the
New Normal Set-up,
Establishing Strong
Communication and
(I teach students with Collaboration with
adjustments and considerations.) Parents, Experiencing
Extra Workload as
Teacher, Building
School-Community
Relationship

(Yes. There are also other

parents who complain as they
cannot teach with their children
because it's also because of
work. Some parents as well don’t
know what the lesson is all about.
That's why at home the parents
have a big role in this new normal
way. That these children should
not just be left by the parent to
answer the module, they should
assist but not to the extent that
they will answer since from that
case it’s useless.)
Limited teaching
strategies for new
normal setup, Difficulty
in Assessment, Parent’s
Insufficient Knowledge
and Guidance to their
Students, Lack of
Gadget and Poor
Internet Connectivity,
Difficulty in
communicating with
parents and students
 Limited teaching
strategies for new
(Yes. Because It’s way better in normal setup, Lack of
face to face since as teacher I Gadget and Poor
can follow up with the child on Internet Connectivity,
first hand basis, whereas in the Parent’s Insufficient
current new normal especially in Knowledge and
modular, it’s difficult to assess.) Guidance to their
Students , Difficulty in
Assessment

Collaborative through
Virtual Means, Guided
Practice, Utilizing Video
Content to Amplify
Learning, Employing
Yes, by reward system teaching Pedagogy of Care,
approach Gamification in
Teaching, Concrete
Representational and
Abstract Approach, and
Reward System
Teaching Approach.
 (My style, when I give activities
especially in math if they perform
correctly I give rewards. The
rewards are those stars, the star
is what I give to them which
means that they are very good
because they did their Collaborative through
mathematics task. Second is I Virtual Means, Guided
give token candies, I give small Practice, Utilizing Video
chocolates that their parents will Content to Amplify
pick up here at school when Learning, Employing
submitting the modules. I can as Pedagogy of Care,
well tell if these tasks were being Gamification in
answered by them or not since Teaching, Concrete
they record themselves through Representational and
video recording as they answer Abstract Approach, and
their modules. So it’s effective as Reward System
they are excited to submit their Teaching Approach.
modules, as well as they are
excited to answer on their own
because there is a reward
system.)
Figure 1. The Final Conceptual Frame
e Final Conceptual Framework of the Study