THE PROBLEMS OF SECONDARY MATHEMATICS TEACHERS IN

TEACHING DURING COVID-19

Educational Platforms
(Modular, Online,
Blended)

Transferring
math skills to
Teachers are Problems of Secondary students
learners Mathematics Teachers

Students cannot ask

Figure 1 Problems of Secondary Mathematics Teachers

in teaching during this time of pandemic related to the theories: (a) Teachers are learners; (b)

Educational platforms (modular, online, and blended); (c) Transferring math skills to students;

and (d) Students cannot ask clarifications/raise questions in real-time.

Teachers are learners

Teachers are influenced by the experiences and lessons in their lives, both daily and

over time. Their goals and priorities in life are extensive. Every teacher comes across their

career arrangement affects their desire and readiness to engage in improvement activities.

Daniel Goleman (1996) has attested that emotional intelligence influences self-concepts and

motivation. Thus, teaching is also full of emotions. Ignoring interpersonal and mental forms

causes teachers to act defensively to shield themselves from developments that may reveal

their inadequacies, whereas seeing people as persons and valuing their commitments boosts

self-esteem and fosters belief. "Like the queen on a chessboard, the teacher with the most

movements have the most possibilities and the highest degree of influence," writes Bob

Garmston and Bruce Wellman (1998). Individual teachers' ability to experiment with their

practice by working through a learning cycle of activity, reflection, and evaluation, extracting

meaning from this review, and planning how to use the learning in the future is influenced by the

breadth of their repertoire of teaching strategies and their ability to experiment with their

practice.

When instructors prepare for their students' learning, they incorporate tasks and

procedures that promote active learning, collaborative learning, learner responsibility, and

learning about learning, as well as relationship-management skills in their "bag of tricks."

Teachers should choose and implement formative assessment procedures that complement

teaching with care to maximize time spent on teaching and learning. Student learning is

influenced by how teachers gather evidence and use it to make instructional decisions (Wiliam
2011). Assessments are used to offer the necessary feedback so that instruction can be

modified to fit the needs of students. Open-ended mathematics activities or constructed-

response items can acquire information about what learners know and understand about

mathematics. Teachers who deal with students in remote learning environments should look for

digital resources to collect the same type of data they would during in-person sessions.

Establishing relationships is important for mathematics teaching and learning, as evidenced by

instruction during COVID-19. Prerequisite competencies for that learning are essential when

planning for mathematics teaching and learning, and successful teaching strategies are required

to take students forward in their mathematics learning.

Educational Platforms 

Due to the COVID-19 pandemic, students' and teachers' face-to-face learning

engagement has been halted. Distance learning is learning between a teacher and students

who are geographically separated at the time of teaching. Modular Distance Learning (MDL),

Online Distance Learning (ODL), and Blended Instruction are the three types of this modality

(Quinones, 2020). The most common type of distance learning is modular learning. This

learning method is currently used by all public schools in the Philippines because, according to

a survey conducted by the Department of Education (DepEd), learning through printed and

digital modules is the most preferred distance learning method among parents with children

enrolled this academic year (Bernardo, J. 2020). This also considers learners in remote

locations who do not have access to the internet for online learning. The teacher is responsible

for keeping track of the students' progress.

Learners can contact the teacher via e-mail, phone, text message, or instant messaging,

among other methods. If practicable, the teacher will make home visits to students who require

remediation or support (Llego, n.d.). Printed Modules will be distributed to learners, parents, and

guardians by teachers or local government officials. Because education is no longer confined to

play a critical role. Their key function in modular learning is to connect with the child and guide

them (FlipScience, 2020). The usage of modules fosters self-directed learning. One of the

advantages of employing modules for instruction is that pupils develop greater self-study or

learning skills. Students actively participate in understanding the concepts provided in the

module. They gain a sense of responsibility as they complete the tasks in the module. The

students progress on their own with little or no help from others. They are learning how to learn

and are becoming more self-assured (Nardo, M.T.B, 2017). Students will need more self-

discipline and motivation, more preparation time, a lack of clear benefits for teachers and staff,

and more administrative resources to track students and run different courses.

The term "new normal" has become one of the most commonly used terms in the

pandemic aftermath. The rising usage of online learning resources has become the new

standard in education. The COVID-19 pandemic has prompted innovative approaches to

education. Educational institutions worldwide are turning to online learning platforms to continue

the process of educating students. The new normal nowadays is a modified educational

concept, with online learning at its core. Students and schools all across the world now use

digital learning as a crucial resource. This is a whole new manner of learning that many

educational institutions have had to adapt. Online learning is being used not only for academic

purposes but also for a variety of other purposes. According to Borba et al. (2018), technological

advancements have altered societies. Educational practices, in particular, are being modified,

although gradually (Almeida 2015). Digital technologies are invading the teaching process as

students integrate the internet into the classroom (Borba 2009). In mathematics education,

Perienen (2020) explored whether factors contributed significantly to mathematics instructors'

use of technology. This study found that math professors were frequent technology users and

engaged in more online activities to improve their learning.

As a result, schools with limited or no experience with e-learning and schools that have not

developed e-learning resources face challenges, particularly when teachers are unsure how to

use online programs (Zaharah & Kirilova, 2020). The changing nature of our students

necessitates a comprehensive rethinking of how we educate to handle these problems and

respond to new demands (Dineva et al. 2019). Online learning, like any instructional modality,

has its own set of advantages and disadvantages. Decoding and comprehending these pros

and negatives would assist schools in developing techniques for more effectively delivering

classes and ensuring that students have an unbroken learning path. Teachers can provide

lessons to students more efficiently through online learning. Teachers can have all of these

tools as online instruction, including videos, PDFs, and podcasts. Teachers can become more

efficient educators by expanding their lesson plans beyond standard textbooks to include online

resources. One of the most difficult aspects of online learning for many students is focusing on a

screen for lengthy periods. Students are more likely to be quickly distracted by social media or

other websites while they learn online. Teachers must keep students focused on the material

and maintain their online classes snappy, engaging, and interactive. Teachers must have a

basic understanding of how to use digital modes of learning to teach online. However, this is not

always the case. Teachers may have only a rudimentary understanding of technology. They

don't always have the resources and tools they need to offer online classes. To overcome this,

schools should provide teachers with the most up-to-date technical training to conduct their

online classes easily.

Blended learning is an instructional program that utilizes technology to create a more

individualized approach to learning, allowing students to choose when, where, how, and how

fast they study. It is a formal education program in which students learn at a supervised brick-

and-mortar location away from home in part through online learning and in part through

supervised brick-and-mortar learning. The modalities along each student's learning journey are
coupled to give an integrated learning experience (Clayton Christian Institute). Students can

access recordings of lectures, track assignments and progress, connect with instructors and

peers, and examine other supporting resources, such as PowerPoint presentations, through

platforms like these. Blended learning courses frequently mimic traditional teaching methods.

They are developed for efficiency by making minor pedagogical changes with additional

resources and supplementary materials (Graham 2006), rather than by employing new

pedagogical views in significant ways in teaching and Learning (Collis and Van der Wende

2002). Because creating a rich and effective blended course is difficult, widespread acceptance

of such programs is proving difficult (Torrisi-Steele and Drew 2013). Blended Learning gives

students both delivery options, regardless of where they are in their development (Chaney

2016; Vasileiou 2009). Blended learning expands the learning environment into the virtual world,

where traditional boundaries are removed by incorporating online learning into the system.

Differentiation between student needs becomes easier with the online component, which

combines with the social aspect of the physical classroom to produce a robust learning system.

A blended learning system contains the crucial face-to-face interaction that Vygotsky saw as

essential and gives all of the social learning benefits (Ting and Chao 2013). To bring learning to

maturity, blended learning emphasizes the importance of peer interaction and practical

application. Students are more engaged in blended learning because technology allows them to

form their perspectives, investigate new ideas in collaboration with other students online, and

test their ideas in a relatively anonymous setting (Holley and Oliver 2010).

Transferring math skills to students

As teachers, we all want our pupils to answer problems that include the material we just

taught them. Alternatively, we'd like them to demonstrate how to apply knowledge from another

subject to our class. The idea of making mathematics beyond the comprehension stage that can

be studied as geared towards the cognitive domain stands out in the idea of transferring the
gained knowledge to new contexts that we meet. Altun (2005) emphasizes the importance of

problem-solving by stating that the goal of mathematics instruction is to (i) teach the person the

mathematical knowledge and skills required by real-life in general, (ii) teach them how to solve

problems, and (iii) teach them a way of thinking that deals with situations in the problem-solving

approach. Understanding mathematical information and making connections between different

bits of knowledge stands out (Swings & Peterson, 1988). During problem-solving, students must

combine concepts and techniques and apply them to the problem's solution (Bernardo, 1999).

Conceptual knowledge entails recognizing the concept and knowing the definition and name of

the concept and being able to recognize the mutual transitions and links between the concepts.

The symbols and language of mathematics make up the first component of procedural

knowledge. A function is denoted by the symbol y=f(x).

The relations utilized to solve mathematics issues, methods related to concrete things

(using base ten blocks), visual diagrams, concept images, or other nonstandard objects of the

mathematics system are all included in the second section (Hiebert & Lefevre, 1986). When

procedural knowledge (or rule knowledge) is placed between conceptual knowledge and

procedural knowledge, the individual can explain how and why procedures are carried out.

Failure to develop models and select where procedures will be due to a failure to grasp the

conceptual basis of procedural knowledge and draw a relationship between this information and

the concepts. This manifests as a failure to solve problems (Baykul, 2005). Mathematical

knowledge can be acquired by combining procedural and conceptual Learning (Baki, 1998; Van

De Walle, 2004). When mathematics courses are not taught conceptually, students can focus

on memory instead of learning. Learning mathematics entails storing information in mind and

applying that information to solve problems in a way that reveals the individual's thoughts (Baki

& Kartal, 2004). When solving an issue, an individual must go through a cognitive process that

includes understanding the problem statement, devising a solution plan, implementing the plan,
and assessing the results. From a cognitive viewpoint, mathematical problem-solving falls within

Bloom's Taxonomy's application level.

Students cannot ask clarifications/raise questions in real-time

       To study effectively and conduct scientific research, you must ask questions. The act of

forming a good question is a creative one, and it is at the center of what science is all about.

"Questioning is one of the thinking processing skills that is structurally integrated with the

thinking operation of critical thinking, creative thinking, and problem-solving," according to

CuccioSchirripa and Steiner (2000). The importance of students' questions in meaningful

learning and scientific inquiry cannot be emphasized. They could be useful for both teaching

and learning. Despite the fact that students' questions can improve learning, much of this

potential is unexplored. According to observational studies of classes by Dillon (1988) and

tutoring sessions by Graesser and Person (1994), students asked few questions and even

fewer in search of knowledge. Students ask less 'on-task attention' inquiries (Good, Slavings,

Harel, & Emerson, 1987, p.186) that connect to the immediate task and bring attention to

themselves as they progress through the grades. This is most likely due to students' aversion to

drawing attention to themselves or because teachers rarely encourage pupils to raise questions.

Furthermore, few students ask high-quality thinking or cognitive questions spontaneously (Carr,

1998; White & Gunstone, 1992, p.170), with most questions being factual, procedural, or closed

(White & Gunstone, 1992, p.170). Most students have been in a classroom where they wished

they hadn't offered a question or contributed to a conversation. Perhaps the answer seemed

self-evident, or the inquiry appeared unconnected – "out of the left-field," as it were. It takes a lot

of courage to ask questions. Other students, more often than not, have similar concerns. One of

the most obvious reasons for a student's unwillingness to volunteer to ask a question is

shyness. For many learners, shyness is a vexing problem.

questions as pupils enter their teenage years, peer bonds and fitting in become increasingly

crucial. Nobody wants to make a fool of themselves. The academic subject frequently appears

foreign; even if previously taught, it can appear to be a foreign language. As a result, the

student is concerned that they will appear stupid or as if they were not paying attention. In other

instances, a student may have difficulty forming the inquiry. In the course of learning English,

students may be unsure about how to form a statement correctly. The most visible consequence

of the knowledge gaps that result from learners neglecting to speak up and ask questions. "A

fixed or regular tendency or practice, especially one that is difficult to break," says the

vocabulary. If students repeatedly retreat when they have a question, they will eventually

develop the habit of not asking when it is required. They may carry this poor practice into

college and the workplace. It's critical to find a means to go through it right now. Teachers have

a significant role in bringing learners out of their shells and nurturing the love of learning that

exists in everyone. Teachers teach because they care about their students and want to share

their knowledge with them. Students who do not ask questions risk losing important academic

information that will help them succeed in the future. These students can be discovered and

assisted by teachers who work closely with them in unique ways. When it comes to the impacts

of the pandemic on school, education, and student learning, many teachers, students, and

parents are demonstrating to be extremely resilient during this time. It isn't easy to teach in a

real classroom one day and a virtual school the next.

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