Instructional practices of Filipino teachers in remote mathematics education in COVID-19 times
Michael B. Cahapay 1 * , Mark Gil P. Labrador 2
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1 College of Education, Mindanao State University, Philippines
2 Department of Education, Schools Division of South Cotabato, Philippines
* Corresponding Author


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.




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