J.H.

CERELLES STATE COLLEGE

Dumingag Campus
Caridad Dumingag, Zamboanga del Sur

SCHOOL OF TEACHER EDUCATION

Researcher/s Course & Year Contact Number

1. Bullecer, Lovely Rose BSED – III (Math Major) 09460153718
2. Himisola, Elizer BSED – III (Math Major) 09383133541
3. Macan, Marvin BSED – III (Math Major) 09302322927
4. Saludo, Lovely joy BSED – III (Math Major) 09382953614

CONCEPT PAPER
I. Proposed Title
Challenges in Learning Mathematics from Home during Covid – 19 Pandemic

II. Rationale
Coronavirus may be a cluster of viruses that's the most roots of diseases like cough, cold,
sneezing, fever, and a few metabolic process symptoms (WHO, 2019). Coronavirus is a deadly virus
that is spreading in no time amongst the citizenry. closures in response to the COVID-19 pandemic
have shed lightweight on many problems poignant access to education. COVID-19 is soaring
because of the gathering of kids, adults, and youths in any programs and occasions resulting to the
governments banning of gatherings, now student cannot attend colleges and schools face to face.
The result of schools and college closing on students has created challenges on teachers and the
student.
Similarly, learning from home also have an effect on students due to disruption of teacher and
students’ networks, resulting in poor performance. Bridge rumored that colleges and schools square
measures ways towards academic technologies for student learning to avoid a strain throughout
the pandemic season.
Schools around the world moved to learning from home (‘remote learning’) due to COVID19
restrictions. This was unprecedented and schools needed to make quick decisions about how to best
facilitate this, with little time to obtain resources and upskill. Studies conducted early in 2020,
internationally and nationally, have shown that teachers were feeling stressed when navigating
these changes and were concerned that students’ academic and social needs were not being met
(Flack, Walker, Bickerstaff, Earle, & Margetts, 2020; Hamilton, Kaufman, & Diliberti, 2020). With
regards to mathematics education specifically, there were concerns that learning mathematics away
from the school environment may undermine inquirybased approaches to learning mathematics in
several ways. First, as noted by Sullivan et al. (2020), explicit explanations followed by repeated
practice are conducive to the use of video technology, specifically instructional videos that can be
prepared in advance and shared through a weblink. By contrast, inquiry-based approaches to
learning mathematics require studentcentred, mathematically rigorous discussions that are built
around students’ experiences of working on tasks. Such post-task discussions provide teachers with
opportunities to highlight connections between mathematical ideas that emerge (Stein, Engle,
Smith, & Hughes, 2008), as well as opportunities for students to learn from one another’s strategies
(Russo & Hopkins, 2017). Such a discourse intensive approach to learning mathematics is likely to be
dependent on synchronous in-class facilitation. Second, teachers may either anticipate or respond to
(potential) negative attitudes towards mathematics and mathematics learning held by some adults in
the home environment, and therefore be less willing to pursue tasks that are open-ended, involve
students taking risks, and/ or having to navigate the “zone of confusion” (Clarke, Roche, Cheeseman,
& Sullivan, 2014). There is an opinion that with the implementation of online learning, especially in
mathematics education study programs; there are many challenges when learning takes place.

This study aims to work out the challenges that arise once the implementation of online learning
in mathematics learning. This analysis could be a qualitative cases study, power-assisted by a web
survey.
The researcher collected information through a web survey consisting many questions that will
facilitate to work out the resolve to a precise progress. The survey is aimed toward lecturers WHO
teach in Mathematics Education study and programs. The survey ends up in structured queries like;
basic skills challenges, teaching and learning challenges, and university challenges. System-based
platform is that the most generally used (Google category and Edmodo) whereas video
conferencing is the second selection (Zoom and Skype). What’s fascinating is that the LMS offered
on field is a smaller amount engaging to lecturers. However, there are obstacles long-faced like the
restrictions of writing mathematical symbols and also the restricted basic capabilities of the training
management system and transmission software system to support online learning.

III. Proposed Model

Lack of Lack of Social

Assessment Connectivity
Teaching Real-time
and Feedback
Learning
Difficulties

Learning Challenges encountered

Figure1. The conceptual model of the study

IV. Research Problem

This research is to figure out some of the major challenges that arise when learning
Mathematics is at home instead of classrooms. And see how the immediate change of the custom
environment of the student affects their performances. This study investigates the challenges and
the differences of learning from home instead of classrooms during pandemic.
1. What is the profile of the students - respondents in terms of lack of assessment of parents due to
number of siblings.
2. What are the challenges encountered by the students in learning mathematics during the
 pandemic?

Research Hypothesis
1. H01. Is there a significant relationship between the students profile and the challenges they
encountered during the pandemic?

V. Methodology

Research Design
This research is a brief study on which major challenges arise when learning mathematics from
home.

Research Respondents
The students and teachers from each of the cased was anonymously surveyed online to
provide insights of their perspective and engagement on learning and teaching math at home, their
guardians are also informed about the conducted study and are being one of the resources of
obtaining the result, the survey will be performed with the parents and child consent. However
some of the participant was given an opportunity to indicate their grade and school with the
approval of covid-19 health protocol.

Plan Data Gathering Instruments

Statement in the student survey were answered using personal perspective and experiences
during the allotted time, the questionnaire - checklist is utilize in gathering data needed for this
study. First is consisted of the students - respondents’ profile in terms of lack of assessment from
parents due to number of siblings. And the challenges encountered by the students in learning
mathematics during the pandemic. There is also a multiple choice liker scale items were to assess.
Open response question were designed to provide information, of the participants enjoyed or found
difficult about learning mathematics at home.

Planned data analysis Procedure

For the analysis and interpretation, the data collected are to be compared to another survey for
confirmation purposes and to tighten the possible result. The researcher has to consult more to the
research adviser for further strategy to obtain the most appropriate conduction for the benefits of
this research.

VI. References
M. Irfan, B. Kusumaningrum, Y. Yulia, Sri Adi W.* September 2020. Challenges during the
pandemic: use of e-learning in mathematics learning in Higher education. Journal of
Mathematics Education.
http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/1830

A. Roche , J. Russo , S. Vats , T. Russo 25 October 2020. Learning Mathematics From Home During
COVID-19: Insights From Two Inquiry Focussed Primary Schools. EURASIA Journal of
Mathematics, Science and Technology Education, 2021, 17(5), em1957
ISSN:1305-8223 (online) pp.2-13. https://www.ejmste.com/download/learning-
mathematics-from-home-during-covid-19-insights-from-two-inquiry-focussed-primary-
schools-10830.pdf

Childs, S., Blenkinsopp, E., Hall, A., & Walton, G. (2005). Effective e-learning for health professionals
and students--barriers and their solutions. A systematic review of the literature--findings
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https://doi.org/10.1111/j.1470-3327.2005.00614.x
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research
in Education. McGraw-Hill Companies.

Makar, K., & Fielding-Wells, J. (2018). Shifting more than the goal posts: developing classroom
norms of inquiry-based learning in mathematics. Mathematics Education Research Journal,
30(1), 53-63. https://doi.org/10.1007/s13394-017-0215-5

R. Gopal, V. Singh & A. Aggarwal. (2021). Impact of online classes on the satisfaction and
performance of students during the pandemic period of COVID 19.
https://link.springer.com/article/10.1007/s10639-021-10523-1

Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on
the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot
Professional Learning

Clarke, D., Roche, A., Cheeseman, J., & Sullivan, P. (2014). Encouraging Students to Persist When
Working on Challenging Tasks: Some Insights from Teachers. Australian Mathematics Teacher,
70(1), 3-
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Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., & Russo, J.
(2020). Threats and opportunities in remote learning of mathematics: implication for the
return to the
classroom. Mathematics Education Research Journal, 32(3), 551-559.
https://doi.org/10.1007/s13394-020-00339-6

Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive
mathematical
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thinking and learning, 10(4), 313-340. https://doi.org/10.1080/10986060802229675

Russo, J., & Hopkins, S. (2017). Student reflections on learning with challenging tasks: ‘I think the
worksheets were just for practice, and the challenges were for maths’. Mathematics Education
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World Health Organization (2019). https://www.who.int/health-topics/coronavirus#tab=tab_1,

Retrieved 29 March 2020.