British Journal of Multidisciplinary and Advanced Studies:

Education, Learning, Training & Development, 4(4),113-124, 2023

Print ISSN: 2517-276X
Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK

Pedagogical Practices of Elementary Teachers in Promoting

Numeracy Skills Amidst Pandemic
Kenneth Jhon Bernardino
[email protected]

doi: https://doi.org/10.37745/bjmas.2022.0265 Published August 4 2023

Citation: Kenneth Jhon Bernardino (2023) Pedagogical Practices of Elementary Teachers in Promoting
Numeracy Skills Amidst Pandemic, British Journal of Multidisciplinary and Advanced Studies: Education,
Learning, Training & Development, 4(4),113-124

ABSTRACT: This study aimed to describe the pedagogical practices of elementary educators
as well as divulge their lived encounters as they promote numeracy skills of students in the
midst of the pandemic. This study employs a descriptive approach. Results indicated that
Elementary teachers have a variety of experiences upon promoting numeracy skills of students
in light of the new educational landscape brought by the COVID-19 pandemic; these
pedagogical practices need to be suitable in the new context in education.

KEYWORDS: numeracy skills, remote learning, pedagogical practices, elementary teachers

INTRODUCTION

In this contemporary yet ever changing world, various pedagogy bloom in grace while some
temporarily shriveled and reach its withering condition due to the sudden transition of
education modalities brought by the COVID-19 pandemic (OECD, 2020; Bagood, 2020).
While educators of all grades and contexts rethink their roles in light of the pandemic's overall
crisis, the issue that is tantamount to knowing what pedagogies still blossom is the unknown
imprint that emerges in describing how teachers’ way of teaching and their thriving passion
coexist with the present day situation as they promote numeracy skills in the new normal
education. The education industry, notably educators, are being persuaded by the health crisis
to reinvent, reconfigure, and adapt their teaching practices in order to meet the demands of the
learners in the 'new normal' set-up. Suryaman et al., (2020), investigated how teachers'
educational practices have altered as a result of the new normal situation during the pandemic,
where learning took place at home. Kapasia et al., (2020), examined how the pandemic had a
continuous impact on students' learning performance and learning experience. These
difficulties according to White (2021), have an impact on teachers' ability to adapt and dedicate
themselves to respond successfully to the new normal way of education while promoting
numeracy skills among students.

For the most part, Bakker and Wagner (2020), revealed that considering the present educational
conditions, challenges are prevalent and apparent to the school context, particularly educators
who prioritize efforts in the crisis to find the righteous path and wonder how to assess what is

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 British Journal of Multidisciplinary and Advanced Studies:
Education, Learning, Training & Development, 4(4),113-124, 2023
Print ISSN: 2517-276X
Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
the best strategy in this unfamiliar situation. However, on the verge of a new awakening
interest, integrating the best possible pedagogical practices in promoting numeracy skills
becomes crucial as numerous learners foster negative perspectives about mathematics during
their elementary years (Leroy & Bressoux, 2016). As a result, the emerging problem in
promoting numeracy skills in the midst of pandemic through any pedagogical practices now
becomes an area of concern in the society.

Issues concerning the quality instruction are enhanced, as we are in the midst a COVID-19
pandemic particularly for educators. In view of that, understanding the setting of this new
typical schooling is important to the ongoing difficulties and encounters that educators are
dealing with (Dayagbil et al., 2021). According to a research by Palaoag et al. (2020), in the
Philippines, the paradigm changes from conventional to new normal education has created
issues for some schools in Cordillera, where the readiness of stakeholders, such as teachers and
students, is not prioritized. Similarly, Basilan and Gonzalvo (2021) found that in the SDO of
Batangas Province, teaching methodologies are important determinants in educational
performance, whether it’s in traditional, modular, or online modes. As a result, teachers choose
carefully appropriate strategies and became adaptable or flexible in terms of handling education
in all modalities to elementary learners in Mathematics to provide a good quality education and
avoiding educational difficulties.

Furthermore, relevant educational circumstances arise locally, in Region XI notably in Digos

City, during COVID-19 with this new normal way of instruction. The effectiveness of Strategic
Intervention Material (SIM) in the successful accomplishment of competencies and literacies
in Mathematics was explored in one study and revealed that learners had low academic
performances in the field of mathematics (Dumigsi & Cabrella, 2019).

This study is deeply anchored with the Father of Pedagogy - Johann Friedrich Herbart’s
Pedagogical Theory particularly with its Contemporary Pedagogic Theory. It assists in
explaining the relationship between the new learning environment's conditions and an
individual's past educational experience, as well as their cultural and social background, in
terms of supporting or inhibiting learning (Festinger, 1962).

Research Questions
This paper aimed to describe the pedagogical practices as well as the lived experiences of
elementary teachers in promoting numeracy skills in the new normal education. Specifically,
addressed to this study are the following questions:
1. What are the lived experiences of elementary teachers in the promotion of 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?
3. What are the pedagogical practices employed by elementary teachers in promoting
numeracy skills in the new norm in education?

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 British Journal of Multidisciplinary and Advanced Studies:
Education, Learning, Training & Development, 4(4),113-124, 2023
Print ISSN: 2517-276X
Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
This study provides a detailed description of how teachers promote numeracy skills and adapt
to the COVID-19 situation. It will benefit school administrators, staff, mathematics instructors,
educators, parents, and learners. It will provide ideas on how to respond to educational
challenges brought by the pandemic, particularly in teaching mathematics. This study will be
useful for future researchers in gathering relevant data.

RESEARCH METHODOLOGY

Participants
Participated by elementary school teachers as informants of the study, a purposive sampling as
a non-probability sampling method was done ensuring no bias data consolidation. A purposive
sampling approach was utilized to obtain cases deemed to be robust in data with the aim of
saturating the findings (Lambert, 2012). Since qualitative studies require a minimum sample
size of at least 10 to reach data analysis (Braun & Clarke, 2016; Mason, 2010), a sample size
of ten was chosen sufficient for qualitative analysis in this study. The researchers selected ten
participants from different public schools in Digos City, Davao del Sur, who met specific
criteria. These criteria included being a legal age teacher of any gender, having several years
of teaching experience, currently teaching during the pandemic, and preferably teaching
mathematics. The participants were willing to be interviewed by the researchers. Four
participants were selected from Dawis Elementary School, four from Pedro Basalan
Elementary School, and two from Isaac Abalayan Elementary School. The researchers
conducted virtual in-depth interviews with these ten participants. The goal was to ensure a
diverse range of experiences and data from different public schools in the area.

Instruments
The researchers followed a validation process for the interview guide questions used in the in-
depth interviews. They obtained necessary documents and letters from the RPC, Dean's office,
Program Head, and school principals. The validation process included instrument validation
and validation of interview guide questions. The researchers formulated the interview guide
questions and submitted them for validation. After corrections and revisions, the questions
were developed with adequate reliability and validity. Validation sheets were given to the
researchers indicating that the questions and interview guide were authenticated and related to
the study's objectives. The recorded conversations and forms were kept confidential.

Design and Procedure

This study utilized a qualitative methodology with an elucidating way to deal with examining
educators' educational methodologies in promoting numeracy abilities during the COVID-19
pandemic. Expressive way to deal with qualitative research intends to give thorough rundown
of explicit encounters experienced by people or gatherings of people (Nelson, 2017). IDI
approach as a designed to stimulate profundity on the area of interest was also employed in this
study. The recorded interviews were then translated and submitted to the research participants
for approval before data analysis and interpretation. The Colaizzi Data Analysis Approach was
used, which involved seven steps to identify key remarks, produce themes based on multiple
statements, and create a comprehensive analysis of elementary school teachers' lived

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 British Journal of Multidisciplinary and Advanced Studies:
Education, Learning, Training & Development, 4(4),113-124, 2023
Print ISSN: 2517-276X
Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
experiences (Morrow, Rodriguez & King, 2015). The researchers made sure to follow the
process thoroughly and confirmed the description provided by the research participants. Any
new or relevant data gained via participant validation was added to achieve congruence with
elementary mathematics instructors' lived experience.

The study followed ethical guidelines set by the University of Mindanao Ethics Committee.
The researchers obtained consent from educators and administrators, selected appropriate
schools and participants, ensured anonymity, and protected data confidentiality. Hence, the
study adhered to citation guidelines, avoided conflicts of interest, and was checked for errors
using Grammarly and Turnitin. In addition, the researchers collaborated with their adviser and
fulfilled their responsibilities in conducting the study, analyzing data, and interpreting results.

RESULTS AND DISCUSSION

Experiences of Elementary Teachers in Promoting Numeracy Skills in the New Normal

Setting
Encountering Difficulty and Challenge. In the thought of the present new normal method of
schooling, challenges are common, explicitly in the field of Mathematics instructors, especially
in primary levels where most teachers perceived their occupation as challenging (Capacio et
al., 2021).
(P1) teaching mathematics for me in the times of pandemic is very challenging given nga walay
face to face interaction. (Teaching mathematics for me in the times of pandemic is very
challenging and tasking, given that we don’t have any face to face interaction)
(P7) very challenging sya sa part nako as teacher nu kay wala may face to face nga nahitabo.
(very challenging on my part as a teacher now, because there is no face to face interaction.)
(P8) ang pagtudlo nako sa math tunga tunga sa pandemya is naglisod since nabag-uhan ta sa
atuang sitwasyon. (Teaching math in the middle of the pandemic is difficult since the situation
is somehow new to us.)

Confusion on students’ academic performance. This new typical setting in teaching are by
and large drove without a teacher or facilitator near each student, and teachers might get
confused on how their students could progress through the course (Dargo & Dimas, 2021).
(P3) one challenge is when we experience confusion jud wherein learning modules or sheets
were returned unanswered wherein nagpagamay sa grade sa mga bata. (One challenge is when
learning modules or sheets were returned unanswered answers which in return decrease
students’ academic average.)
(P7) Confuse ko kung sila ba gyuy nag answer. Makapangutana jud ka nga hala oy ang bata
pagyud kahay nag answer ani nu or ge kopya ras mga site sa online. Ma confuse gyud ko sa
ilaha academic performance. (I'm confused if they really answered. You can ask if the child is
really answering or just copying answers from online sites. I am really confused on their
academic performance.)

Extra Workload. Elementary Mathematics teachers have more responsibility than what they
have before when there is face to face class. As indicated by Carmignola and Hagenauer (2021),

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Education, Learning, Training & Development, 4(4),113-124, 2023
Print ISSN: 2517-276X
Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
in their review on educator's taking off responsibilities, many instructors went about an
additional multi day's responsibilities every week during the pandemic just like with what our
study revealed.

(P5) There are lots of efforts to do in order to survive. It is really an extra workload. (There
are lots of efforts to do in order to survive. It is really an extra workload.)
(P6) Lisud sya sa mga teachers’ kay doble ang trabaho kailangan napod namo e evaluate ilaha
learning sa kadaghang mga modules og tasks. (It is difficult for teachers because it creates an
extra workload for. We also need to evaluate their learning out from their modules and tasks.)

Influencing Positivity. As indicated by Dayagbil et al., (2021) during these difficult times,
these educators' diligence, energy, dynamic attitude, enthusiasm, and responsibility have turned
into a wellspring of motivation for other people, for the sole purpose of providing quality
education for students.
(P4) Maghuna huna nalang gyud og positivity and aktibo nga panghuna huna nga mo consider
sa mga bata. (I am just having positivity and active thinking in considering children)
(P9) Positive and Active Mind-setting lang gyud ay kay for me tanan mang babag aning new
normal sa edukasyon ilabi na sa pag promote og numeracy skills ma aksyunan man (Positive
and Active Mind-setting is the only thing because for me I believe that all the obstacles to our
new normal in education, especially challenges in promoting numeracy skills can be acted
upon.)

Collaboration and Stronger Communication with Parents. Because of the conditions where
the educators are far off with their students, it is the obligation of the guardians to give more
assistance and help to their child's schooling. With this way, educators ought to lay out solid
communication and cooperation with guardians to give better learning on students (Guan &
Benavides, 2021).
(P3) I am constantly communicating the parents via messenger, call or text. (I am constantly
communicating the parents via messenger, call or text.)
(P4) Constant communication with parents gyud kay wala man poy face to face interaction sa
students, so by communicating with their parents ma assess nako kung asa nagkulang ang mga
bata, asa sila need og remedial, unsa pa ang mga kinahanglan nilang buhaton. (Constant
communication with parents because there is no face to face interaction with students, so by
communicating with their parents I can assess where the children are lacking, where they need
remedial, what else they need to do.)

Barriers Observed Barriers by Elementary Teachers in Promoting Numeracy Skills in

the New Normal Setting

Limited Teaching Strategies Utilized. Before the COVID-19 pandemic struck the world,
elementary math educators utilized any technique and procedure they could use to pass
information on to their learners. It is to be taken in thought that each student is unique and has
different learning capacities which is the reason it is a lot harder for educators to lead their

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Education, Learning, Training & Development, 4(4),113-124, 2023
Print ISSN: 2517-276X
Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
classes in the new typical arrangement since there are just restricted ways of giving quality
training to elementary students (Mbiydzenyuy, 2020).
(P6) Daghan og mga barriers. So lisud kaayu nga ingun ani nga modality kay limit ang
interaction. (So many barriers. So it is very difficult having this kind of modality because the
interaction is limited as well as our strategies in teaching.)
(P7) Wala may face to face nga nahitabo, unya dili namo ma tudlo ang tibook process. Medyo
ma limit kung baga ang strategy. (There is no face to face interaction, and then we can't teach
the whole process. The strategy is somewhat limited.)

Difficulty in Assessment. As indicated by Khalaf (2018), assessing students is an imperative

piece of the teaching and learning process but because of changes, it became difficult to do so.
Participants of our study said that;
(P7) Sa karon nga new normal especially sa modular dili jud makatarong assess sa ilaha. (In
the current new normal especially in modular, it’s difficult to assess.)
(P9) Lisud mag follow-up sa ilaha, lisud ma explainan, lisud ang pag assess, lisud mahatagan
example or ma check kung nakasabot ba sila or wala kay tungod man gud nga dili ta maka
face to face sa mga bata. (it's hard to follow up with them, it’s hard to assess, it's hard to explain,
give examples or check if they understand or not because we don’t have face to face
interaction.)

Parents’ Insufficient Knowledge and Guidance. During this time of the pandemic, guardians
fill in as the teachers' instrument in directing the students. Many guardians guide and support
their children during their learning process, but the degree and level of help changes
significantly (Pokhrel & Chettri, 2021).
(P5) There are also parents who were busy with their works that’s why sometimes they cannot
get their child. (There are also parents who were busy with their works that’s why sometimes
they cannot get their child.)
(P7)Kani laging ang ubang mga ginikanan ba mag reklamo kay dili daw katarung tudlo sa
ilaha mga bata kay tungod pod sa trabaho. Ang uban di pod kabalo unsa ang lesson. (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.)

Lack of Gadgets and Issues on Internet Connectivity. As indicated in the study conducted by
Garcia, Weiss, & Welshan (2020), the lack of internet connectivity and limited digital resources
have obstructed many school areas' capacities to adjust to the progressions which the educators
and the learners are encountering.
(P4) Ang challenge is mag send mig powerpoint then dili pod ma abrihan dili ma open because
of the internet connection and the insufficient storage sa cellphone sa ilaha parents. Naa juy
ubay ubay nga dili maka open sa mga study materials kay syempre because of lack of gadget
and internet connectivity. Makababag jud sya sa learning kun wala ni. (The challenge is
whenever I send them lesson on PowerPoint then it can't be opened because of the internet
connection and the insufficient storage of the cell phone of their parents. There are a few who
can't open the study materials of course because of lack of gadgets. It can really impede learning
whenever these are lacking.)

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Education, Learning, Training & Development, 4(4),113-124, 2023
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Online ISSN: 2517-2778
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Published by the European Centre for Research Training and Development UK
Issues in Communication. As indicated by Morin (2020), in a crisis like the COVID-19
pandemic, productive regulation techniques require further improved communication,
straightforwardness, and trust. But, in the event that trouble emerges while communicating
with parents and students, teacher’s teaching delivery is somehow compromised.
(P7) Maglisud kog communicate sa ilaha. Mao lage dili jud tanan macommunicate nako kay
pipila lang pod ang adunay android cellphone. Then isa pod ang data connection kay hinay
ang signal then kalas pod og kwarta matod ba sa mga parents. (Not everyone can be
communicated because only a few have android phones. Then another is the data connection
because the signal is slow then it’s expensive that’s why I have difficulty communicating with
them.)

Pedagogical Practices Employed by Elementary Teachers in Promoting Numeracy Skills

in the New Norm in Education

Collaborative. The COVID-19 flare-up has been viewed as an opportunity to bring a new and
distinct way of learning through any instructional method being employed by educators. One
teaching strategy being practice by educators is through Collaborating with students through
virtual means (Cabero, Romero, and Palacios, 2020).

(P8) I practiced coordinated synchronous activity like together sa akoa students magdungan
mi answer sa mga math problems og equations nga ilaha pong gina share kung unsa ilaha
answer, nganung lahi silag answer sa uban, ana. With this, makita jud nako nga naay learning
ang bata pinaagi ana then Makita jud nako nga ang bata kay interested. (I practice coordinated
synchronous activity wherein together with my students we answer math problems and
equations like they also share their answers, why their answers are different from the others.
With these, I can see that the child has learning through that, and then I can see that the child
is interested.)

Pedagogy of Care. The many known and obscure results of the pandemic have created a natural
emergency as well as a social and mental emergency too. As one of the best worldwide crisis
in recent human history, the pandemic has meaningfully altered the manner in which we see
and decipher the world as far as we might be concerned. The field of education navigate to go
through many changes because of the pandemic. It is vital to keep up with teaching pedagogy
which could feel students that they are not abandoned, embracing child care and propelling
them to partake in remote learning (Hauseman, 2020).

(P3) I give time and effort on them that will surely contribute sa motivation sa bata nga mag
kat-on aron para nga mas ma develop pa nila ang ilahang skills in numeracy. (I give time and
effort on them that will surely contribute to the motivation of the child to learn so that they can
further develop their skills in numeracy.)
(P5) I always motivate them to do the activity kay syempre kapoyan napod baya sila atleast
man lang makabalo sila nga care pod ko sa ilaha. (At the same time motivation, I always
motivate them to do the activity because of course they are tired. This is for them to atelast
realize that I care for them.)

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Education, Learning, Training & Development, 4(4),113-124, 2023
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Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
Gamification. The continuous pandemic brought about by COVID-19 has upheld a temporary
closure of some educative institutions, all things considered, including any levels in education,
and has constrained instructors and establishments to adjust showing techniques in a rushed
manner (Nieto & Roldan, 2021).

(P4) I also utilize Kahoot and other applications kung diin didtu ko naga padula dula, bale
utilizing games kumbaga para lang gyud mas ma strengthen ilaha interest then dili ma bored
which I find very effective jud nga maka pa promote sa ilaha numeracy skills. (I also utilize
Kahoot and other applications wherein I integrate games to strengthen their interests and not
become bored with the topic. With this kind of strategy, I really find it effective in promoting
their numeracy skills.)

(P6) Para interactive and lively ang klase there are apps and games nga gina present nako sa
bata para dili ma bored ang mga bata nga mag sge nalang modules. And that effective sya kay
nakita nako sa results sa performance test sa mga bata. Effective sya kay ne increase ilaha
grades then nakuha nila ang tama nga answer, og dali lang naka answer. (For the class to be
interactive and lively there are apps and games that I present to the students so that the children
will not be bored through online gamification. Which I found it effective because I’ve seen in
the results of the children’s performance test. It is also effective because they increase their
grades then they get the right answer, and they can answer easily)

Representation and Abstract. As indicated by Pape and Tchoshanov (2001), different

portrayals, including hands-on and visual representation, are critical to the advancement of
students' numerical and mathematical reasoning. Excellent guidance in mathematical tasks
should provide active or concrete representation and abstract ones to help students in gaining
numeracy skills and mathematical concepts.

(P2) I have applied CRA Approach kung diin I found out nga epektibo jud sya base on the
result sa akong mga students so far where in which I found out effective base on the results of
students so far where most of them have passed with all the given test assessments.

Reward System. The task is incredibly complex due to the numerous variables that must be
considered. However, the integration of a reinforcement and reward system into the teaching
technique had a positive impact on student learning since then (Shawky & Badawi, 2018).
(P10) Pag maghatag kog activities labi na sa math kung ma perform nila og tama ginahatagan
nakog rewards which I find it effective kay excited sila mopasa, excited sila mo answer, og mas
willing sila mag study pa. (When I give activities especially in math if they perform correctly
I give rewards which I find it effective as they are excited to submit their modules, as well as
they are excited to answer on their own, and study further.)

Guided Practice. In this new normal approach to teaching, educators are encouraged to
embrace academic pedagogical practices that are appropriate in the current settings and variety
of students concerning their status, learning interest, and learning profile through guided
practice (Guan & Benavides, 2021).

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Published by the European Centre for Research Training and Development UK
(P5) Guiding them with all the directions specifically ako una naga demonstrate sa task kung
unsa pagkuha sa answer problem solving, mga steps. Mao man gud sya ang mas convenient
og mahaum sa kani nga bag-ong normal sa pageskwela. (Guiding them with all the directions.
Specifically I demonstrate first on how to get the answer from the problem solving task, as well
as the steps on how to come up with the answer. For me, it is much more convenient and
suitable for this new normal in education.)

Alternative Means to Amplify Learning (educational videos). Even before, video discussions
furnish teacher's particularly students with the chances to highlight connection between
numerical thoughts that arise which then add to their learning (Stein et al., 2008).
(P1) Naa mi group chat then didtu nako gina send ang mga lecture videos nga quality assured
then gigamit nako sya sa pagtudlo. (We have a group chat where I send quality assured lecture
videos which I used as well during discussion).
(P5) Ang akoa pag promote is through ready-made discussions gikan sa tv og youtube nga
akoa pong gina forward sa mga bata sa amoa gc. In that way at least man lang naa silay ma
view or ma visualize nga mga concept sa mathematics. (My way of promoting numeracy skills
is through ready-made discussions from television and YouTube that I forward to the children
like in our group chat.
(P9) Sa akoa nga case kay ang mga students could watch sa TV done by DepEd. So I encourage
them to watch first the video then proceed sila to answer sa ilaha activity. Also, ginahatagan
nako silag video link para ma download nila then ma studyhan nila ang lesson. (In my case
students watch TV done by DepEd. So I encourage them to watch the video first then they
proceed to answer their activity. Also, I give them a video link so they can download then they
can study the lesson.)

Summary
The study was conducted in order to describe the pedagogical practices of elementary teachers,
more so their lived experiences in promoting numeracy skills among students in the selected
elementary schools in Digos City, Davao del Sur. Based on the forenamed findings, the
researchers concluded that; Despite the COVID-19 pandemic, elementary teachers faced
challenges in providing quality instruction and promoting numeracy skills to students. These
challenges included confusion about academic performance, increased workloads, and limited
teaching strategies and assessments. However, elementary teachers continued to work hard and
build stronger collaboration with parents and the school community. Additionally, there were
roadblocks such as insufficient parental guidance, lack of gadgets, and connectivity issues that
hindered the promotion of numeracy skills. To address these challenges, a diversity of
pedagogical practices were employed, including collaborative approaches, gamification, and
alternative means of learning such as educational videos.

Implications
After intensive investigation, these recommendations were formulated by the researchers of
this study. Key triggers encouraged teachers to find suitable strategies to address the concerns
of the classroom. In this way, it may mold teachers' motivation levels as these challenges can
evoke interest and inspiration for better performance. Hence, a solid finding can lead to

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Online ISSN: 2517-2778
https://bjmas.org/index.php/bjmas/index
Published by the European Centre for Research Training and Development UK
innovation in areas of concern, such as teaching strategies and assessments. Further, the
perspectives given elucidate matters of high importance, such as parental involvement and
awareness of the teaching process, as well as issues in communication. As such, an
administration whose policy can be revised and improved based on the notions at hand can
alleviate and address the needs of our clients and stakeholders. Finally, as posited by the
aggregated perspectives of participants, teachers with multiple strategies employed are an
advantage during the new norm in education. With this, it is highly encouraged for teachers to
set a paradigm of learning experiences for a learner as suitable to these required competencies

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