Barbosa Chapter 1 4

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CHAPTER I
The Problem and Review of Related Literature
Introduction
Today’s reality shows that the need to recover
learning due to the problems brought by the pandemic is
recognized. The so-called New Normal in Education has hit
the biggest impact in mathematics, causing the learners’
numeracy level to decrease specially on younger ones.
Schools were increasingly dependent on families to
facilitate instruction (Harris, 2021). Early instruction
typically includes a lot of work with manipulatives and
practice physically, representing foundational concepts
which unfortunately has a lot of learners without strong
internet connection, gadgets and educational equipment
doesn’t experience during the new normal.
Meanwhile, after two long years of distance learning,
face-to-face classroom set-up is coming back little by
little in most schools in the Philippines. Teachers can now
have full access to support learners in developing their

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ability to solve problems, reason mathematically, and
connect the mathematics they are learning to the real world
around them.
Since children have loss basic numeracy skills in low-
and middle-income countries, learning losses to school
closures have left up to 70% up from 53% during pre-
pandemic, (UNICEF,2022). Teachers going beyond ‘back to
normal’ have a mission to recover learning and merge the gap
in all aspects of education, including the numeracy skills
of younger learners.
Four months ago, the researcher finally met her
learners inside the classroom, particularly at Ligaya
Elementary School, Ligaya, Gabaldon, Nueva Ecija. In the
very short time she spent during the limited face-to-face
set-up, she saw the problem on the numeracy skills of her
grade three learners. Compared to the learners she had
during pre-pandemic, this set of learners has lower numeracy
level. They were also the one who experienced modular
distance learning from Grade one to mid-grade three causing
them to be unmotivated and have lower self-esteem during

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mathematics class. Thus there is a need to merge the gap on
pupils’ numeracy level not just in Ligaya Elementary School
but in Gabaldon District as a whole. Likewise, this study
has been chosen by the researcher as per United Nations
Relief and Works Agency (UNRWA) states that “Numeracy, like
literacy, is key for students to access and make sense of
their world. Being able to quantify and measure their
environment in different ways will help them make wiser
judgements about the kind of actions to take in their
lives.” This topic is very timely to merge the gap in the
numeracy level brought by the pandemic and to go beyond
‘back to normal’ with learners ready to learn and teachers
ready to teach. As, if we cannot help overcome this problem
today, our whole country will suffer in different ways in
the future.
Review of Related Literature and Studies
Mathematics Literacy
Mathematics literacy is a wide range of knowledge,
understanding and appreciation of what mathematics can

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accomplish rather than implying knowledge of various
branches of mathematics or complex mathematical formulas.
According to the Journal of Physics: Conference of Series,
“mathematics literacy is the ability to understand and apply
basic knowledge of mathematics in everyday life”, which
means it entails comprehending and combining mathematical
core concepts, terminologies, facts, and skills in response
to the external situation’s requirement of the real world,
Layug, Velario, Capones (2021). It offers students job
choices across many content areas of science, technologies,
engineering and mathematics, Bush (2021). However, despite
different advantages of learning many students find it
extremely difficult to learn. 88% of students in a 51-person
random sample dislike mathematics due to difficulty in
understanding the subject matter, and teacher or
instructional related factor, Garoof and Karrokan, (2015).
The Philippines play second-overall lowest rank in
mathematics out of 79 participating nations worldwide, PISA,
(2018). This merely implies that students’ mathematics
ability in the Philippines is really poor. Moreover,

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students’ attitude toward the subject, poor study habits or
the excessive utilization of technologies might be the
explanation for their continued under performance in
mathematics. In contrast the Department of Education has
been undertaking several interventions to increase the
mathematical literacy of Filipino students who are having
difficulty learning mathematics concepts.
Mathematics Problem Skills and Financial Literacy
Low level literacy in many countries results to
financial complexity of the modern world and the cost of
well-being that derives from incorrect economic and
financial decisions from an individual. It has been found
that the issue is especially important for young
populations, which increasingly face major financial
decisions. The numeracy improves the financial literacy rate
varies directly with it. The students’ problem solving
ability and numeracy are directly associated to financial
literacy. A numerate and a problem-solver student are also
financial literate, Indefonso and Yazon (2020).
Teaching Math in a Pandemic

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The so called “COVID slide” has so far hit students’
learning harder in math than in reading. We’ll looked on
what research says about why this subject can be
particularly vulnerable to both missed and remote classes,
and what teachers and school head can do to help students
regain ground, Sawchuk (2021). Math for younger learners is
specially challenging in a remote environment: Early
instruction typically includes a lot of work with
manipulatives and practice typically representing
foundational concepts, Schwartz, (2021). During the corona
virus pandemic, teachers have had to adapt their typical
teaching techniques for classes that now sometimes take
place online. Teachers are culling learning standards,
ditching answer-getting tests, and turning math games and
apps to supplement instruction. They’re also reaching out to
parents for support and finding ways to engage students over
screens, including lessons about math and social justice
intersect.
Math VS. Reading in a Pandemic

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Students would lose more in math than in reading,
Sawchuk and Sparks (2020). They could learn half or up to a
full year less in math in 2020-2021 compared to what they
would learn in a typical year, NWEA (2020). Smaller but
still troubling learning losses across every grade: two-and-
a-half to four-and-a-half months of learning lost compared
to a month or two in reading, FastBridge, (2021). Math may
be more sensitive to pandemic-related schooling disruptions
for a few reasons, expert say:
 Unlike reading, math is almost always formally
learned at school.
 Broader stress and trauma related to pandemic may
worsen existing math anxiety in some students.
 It can be more challenging for teachers to engage in
effective math instructional practices via remote
platforms, EducationWeek (2021)
Conference with Parents and Students
The communication and community engagement utilized by
teachers to actively involve parents and guardians in
educational process of their children is essential to the

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growth of the students, Ankrum, (2016). A parent teacher
relationship can be an important component in motivating
student relation with teachers. According to Ankrum “The
partnership between parents and teachers can bridge the gap
between the child’s education. The most common form of
direct communication between parents and teachers in schools
worldwide is the parent=teacher conference, Lemmer (2012).
According to a Parent and Family Involvement in Education
(PFI) Survey, conducted by the National Household Education
Surveys Program of 2012, 76% are students reported with
parents attending a regular scheduled parent-teacher
conference, Noel, Stark and Redford (2015). However, knowing
that parental involvement communication is important and
putting that knowledge into practice is often difficult for
teachers, Jensen (2011). Parent-teacher conferences can be a
time of an honest two-way communication. Lemmer states that,
“Parents and teachers need to share with, and learn from
each other during regular, open, two-way communication in
the interest of the child” and that “simply making parent-
teacher conferences a regular feature in school’s annual

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program is no guarantee that these benefits will be
realized”.
Parent teacher conference have been used by school
district across Pennsylvania schools across 1930s. There are
many benefits to be gained from conferences. Some of the
benefits include: the sharing of information (by parents and
teachers) to further the child’s academic and social
development, establishing a good relationship between the
home and school and providing opportunity for face to face
meetings where teachers can clarify the meaning of grades,
explain curricula and clear up possible misunderstandings.
Parents and teachers fear these face to face meetings and
thus engage in a subtle bargain with one another in which
they exchange pleasantries in order to avoid conflicts. As a
result, parent teachers’ conference become nearly ceremonial
encounters void of meaningful dialogue. Given this
conflicting view of parent teacher conferences and the
amount of time devoted to preparing for and participating in
this long standing practice, it is important for school
administrators to evaluate their conference programs.

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Teachers are not only educating students, but
increasingly they involved with working with parents to
improve the educational outcome of the child. Crozier and
Davies (2017) have suggested that for school to make a
difference in enhancing student learning, a team effort
involving teachers, students and parents is required.
However, the relationship that exist between parents and
teachers can be described as both rewarding and challenging.
One on One Tutorial
Significant tutoring impacts on knowledge and depth of
understanding can be observed in Berghmans, Michiels,
Salmon, Dochy, and Struyven’s (2014) study of facilitative
and directive tutoring approaches. In their study, the
authors divided medical students into two, fixed,
instructional-approach groups that received either directive
tutoring or facilitative tutoring. Directive groups received
more passive learning approaches, which mostly told answers
and provided elaborations, whereas facilitative groups
received more indirect feedback that was often followed with
questions and required students to take more 12 13

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responsibilities in the learning process. After receiving
tutoring, tutees completed surveys that had them identify
tutoring methods, as well as self-evaluate their knowledge,
understanding, and self-efficacy. While directively-tutored
students perceived themselves as more self-efficacious,
facilitatively-tutored students felt they had better
knowledge and understanding of content (p. 459). Blending
facilitative and directive approaches could be beneficial
for optimizing language acquisition and addressing varying
levels of linguistic barriers. In the long run though,
conducting a higher, facilitative-tutoring-ratio may prove
more beneficial, as it could foster more independent,
linguistic competence necessary in advanced language
contexts. In addition to increased knowledge and
understanding offered by tutoring, Longfellow, May, Burke,
and Marks-Maran (2018) also discovered how tutoring’s low
stakes instructional support could greatly impact mastery of
language skills necessary for composition. In their study,
Longfellow et al. (2018) piloted a peer-assisted learning
(PAL) writing program which formed and observed small

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tutoring groups of first year, native English speakers from
2012 to 2013, and 2013 to 2014. The authors later compared
the results of first year students in and outside of the
program for those years. The study used “experienced and
successful students as facilitators to enable novice
students to become better learners and abler to critique
their own writing” (p. 102). The experienced, third year
tutors were not only great models but “…often better able to
explain difficult concepts in a clearer and more simplified
way from the explanations provided by the lecturers” (p.
102). Through students’ responses, researchers found
significant positive effects of their PAL program: “Findings
indicate that 77% of students 14 in 2013/2014 and 55% of
students in 2012/2013 found the PAL scheme either somewhat
helpful or very helpful” (p. 98). Although the authors did
not include evaluation criteria in the research, PAL groups’
assessment scores indicated increased writing, editing, and
reading skills (p. 98). Even though the necessary background
for ESL tutors is broader and demanding, Longfellow et al.’s
(2018) work is a testament to the potential of one-on-one

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tutoring in improving writing capability. A reoccurring,
prominent element noted in much of the literature is the
propensity of tutoring to ward off what Krashen calls
“affective filters.” According to Krashen’s Affective Filter
Hypothesis (p. 30), affective filters arise and obstruct the
language acquisition process with less motivation, less
self-confidence, and more anxiety. Tutoring is capable of
establishing a safe, low-stakes environment to nurture more
confident, motivated learning, while relieving much of the
potential tension and anxiety that can be found in power-
dynamic relationships between students and teachers. In
Longfellow et al.’s (2018) study, a student commented: “I
didn’t feel like I was being looked down on if I said
something stupid . . . being able to relate to a PAL leader
without fear or intimidation of student-lecturer
relationship. I feel I could relate to her [the PAL leader]
more than I can with lecturers” (p. 99). In the context of
tutoring sessions, students feel more comfortable asking
questions and taking control of the learning process, even
if they make mistakes. Longfellow et al. also observed that

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the tutoring groups established “cohesiveness, mutual trust
and emotional security” (p. 103). It doesn’t mean that
students cannot necessarily build similar relationships with
teachers, but it’s quite possible that the power dynamic of
a teacher-student relationship might inhibit it. 15 Although
it isn’t directed towards the acquisition of English,
Gisbert and Font’s (2018) article, “The Impact of Peer
Tutoring on the Improvement of Linguistic Competence, Self-
Concept as a Writer and Pedagogical Satisfaction,”
identifies potential benefits of Catalan language tutoring.
Fixed tutoring groups only received peer tutoring, but
reciprocal tutoring groups both received and provided peer
tutoring. After 35 hours in the school term, the authors
were able to identify significant changes through the
Catalan knowledge-tests, writer self-concept questionnaire,
and satisfaction questionnaire. What’s of particular
interest is that both groups saw an all-around improvement
in language knowledge (p. 488), and reciprocally tutored
students had a slight, improved writer self-concept (p.
490). Not only does it this advocate for the linguistic

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benefits of tutoring, it also reveals a potential benefit of
stronger engagement in the learning process. If tutoring
sessions are structured to be facilitatively-heavier and
learner centered, tutees may also develop a stronger
identity as an L2 writer. Such an enhanced identity could
help support ESL learners in becoming confident, autonomous
learners. Though the above sources do offer promise through
tutoring, this area of research still requires additional
extensive, conclusive data. There is plenty of research
pertaining to learners’ perceptions and attitudes of
tutoring in general, but not enough with informative data
illuminating the relationship between ESL learners’
linguistic development and tutoring. 16 Tutoring Approaches
While there is considerably less concrete research on the
impacts of one-onone tutoring on ESL writing, there is an
abundance of instructional research advising how encourage
it. For the sake of coherence, methods from relevant
literature will be synthesized into a large, sequence of
tutoring approaches. Although it won’t be extensively
explored, it is first worth noting that ensuring effective

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ESL tutoring sessions has considerable demands on tutors.
Assessing, Attuning, and Setting Goals Effective ESL
tutoring calls for broad, special training to help
supplement necessary linguistic and cultural knowledge to
appropriately address the diverse range of needs presented
by ESL learners. Having a strong ESL background is also
important for preventing “students or tutors from feeling
frustrated or ‘trapped’ in any part of the tutoring process”
(Myers, 2013, p. 67). This kind of background entails
explicit knowledge of: the tutored language and its
metaterminology, differing rhetorical conventions, and
potential expectations of ESL writers.
Provision of Supplementary Materials and Activities
Technology is everywhere in education. It helps
teachers and learners because it has become knowledge
transfer in most countries. Technology integration nowadays
has gone through innovations and transformed societies that
change the way people think, work and live. According to
Etcuban et al. (2019), the computer revolution is at hand. A
computer is a tool, which may have multiple uses in the

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mathematics classroom. It may be a device for making the
learning of concepts, skills, and problem solving more
effective than that of traditional practice. According to
King (2010), technology in the hands of great teachers is
transformational. It cannot work itself but if a teacher
uses it who has skills and knowledge the learning would be
meaningful (Kirschner et al., 2016). It is the strategies of
the teacher on how to manipulate or transform technology in
order for the students to have efficient learning.
In this time of globalization and innovative upset,
instruction is considered as an initial step for each human
movement. It assumes an essential job in the improvement of
human capital and is connected with a person’s prosperity
and open doors for better living. It guarantees the
obtaining of learning and aptitudes that empower people to
expand their efficiency and improve their satisfaction. This
expansion in efficiency likewise leads towards new
wellsprings of gaining which upgrades the commercial
development of a nation. It is intended for affecting
locally, territorially, broadly and all-inclusive.

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Instructors, mentors, and analysts have for some time been
keen on investigating factors contributing successfully for
nature of execution of students (Azhar et al., 2014;
Stronge, 2018). These factors are inside and outside school
that influences understudies’ nature of academic
accomplishment (Farooq et al., 2011) These components might
be named as understudy factors, family factors, school
factors, and companion factors. The formal examination about
the job of these statistic factors established back in the
seventeenth century (Azhar et al., 2014; Farooq et al.,
2011). For the most part, these elements incorporate age,
sex, land belongingness, ethnicity, marital status,
financial status (SES), guardians’ instruction level,
parental calling, language, pay and religious affiliations
(Farooq et al., 2011). In more extensive setting demography
is alluded to as an approach to investigate the nature and
impacts of statistic factors in the organic and social
setting. Tragically, characterizing and estimating the
nature of training is certainly not a fundamental issue and
the multifaceted nature of this procedure increments because

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of the changing estimations of value traits related with the
various partners’ perspective. Other than different
components, financial status is a standout amongst the most
investigated and discussed factors among instructive experts
that contribute towards the scholarly exhibition of
understudies. The most common contention is that the
financial status of students influences the nature of their
scholarly exhibition. The majority of the specialists
contend that the low financial status hurts the scholarly
exhibition of understudies because the essential needs of
understudies stay unfulfilled and subsequently, they do not
perform better scholastically. The low financial status
causes ecological lacks, which results in low confidence of
understudies. As indicated by Oshinaike and Adekunnmisi
(2012), Multimedia is currently penetrating the instructive
framework as a device for powerful educating and learning.
With media, the correspondence of data should be possible in
a progressively successful way, and it tends to be a
compelling instructional vehicle for conveying data. Media
access to information is one of the potential outcomes of

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data and correspondence innovation that has a significant
effect on learning. The instructional media have risen in an
assortment of assets, and gear, which can be utilized to
enhance or supplement the instructors’ endeavors in
guaranteeing compelling learning by understudies. As
indicated by Bates (2015), it is perceived that customary
media innovations can never again address the issues of
instructing and learning forms; accordingly, they are being
supplanted by interactive media innovation. This innovation
gives a learning domain that is self-guided, student
controlled and individualized. The advancement of sight and
sound has made it genuinely feasible for students to turn
out to be increasingly associated with their work. With
interactive media advancements, they can make sight and
sound applications as a component of their venture
necessities. This would make them a dynamic member in their
INT ELECT J MATH ED very own learning procedure, rather than
merely being aloof students of the instructive substance.
Interactive media in Education has been very viable in
showing people a full scope of subjects. Media is changing

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how we speak with one another (Cope & Kalantzis, 2015; Neo,
2017). How we send and get messages is all the more
successfully improved grasped. While an address can be
amazingly instructive, an address that coordinates pictures
or video picture check help an individual learns and holds
data considerably more adequately. Utilizing creative
innovations, it very well may be incredibly successful in
showing understudies a wide assortment of controls. It was
investigated that the advantage and utilization of varying
media materials by instructors and teachers in Kuwait. The
instructive framework in Kuwait has depended upon common
showing styles, which are fundamentally founded on the
utilization of printed writings, with almost no free or
asset-based learning. These methodologies may not address
the issues all things considered, and the arrangement of
multimedia assets in numerous different nations. Teachers
were met about their utilization of varying media materials,
their perspectives on the points of interest for educating,
and the issues experienced in distinguishing and acquiring
flexible materials. They gave guides to demonstrate how

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different media materials had advanced a particular
exercise. Instructors were met about their utilization of
varying media when showing understudy educators. The
understudy instructors were gotten some information about
their reaction to the utilization of varying media materials
by their teachers, and about their experience of going to
seminars on strategies. The investigation of Bodovski and
Farkas (2017) discovered those understudies who started with
the most minimal accomplishment likewise demonstrated
minimal development over the period. Understudies in the two
most astounding abilities bunches had comparative
development and the most significant amounts of development.
Understudies in the least gathering got the most time on
guidance however had the most reduced commitment with
guidance. Time on guidance expanded accomplishment for all
understudies similarly, yet the impact of commitment was
most grounded among the lowest‐performing gathering. The
lower commitment of the lowest‐performing bunch clarified
the more significant part of their lower accomplishment
development in evaluations K-3. If an imbalance in science

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accomplishment is to be decreased, educators must try more
prominent endeavors to improve the starting information and
scholastic commitment of this gathering. The educators
conveyed that the manipulatives were fun, yet a bit much,
for instructing and learning arithmetic. Current astuteness
proposes that achieving the progressions reformers call for
in arithmetic instructing will require tremendous learning
concerning educators. Examinations over the cases uncovered
essential exercises engaged with instructing and utilizing
writings that made open doors for learning. These exercises
included examining understudies and scientific assignments
and settling on choices about how to continue, proposing
that materials well on the way to encourage educator
learning are those that connect with instructors in these
procedures. In 2011, the Philippine government set up a
national procedure for improving Internet get to,
recognizing training as a critical territory that would
profit by data and correspondences innovation (ICT)
advancement, Bertot et al., (2010). Among the objectives
were that 100 percent of auxiliary schools and 80 percent of

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primary schools in the nation ought to have Internet access
by 2016. The presence of methodologies and entrances are
insufficient. Next comes the more substantial test of
conveying these assets to schoolchildren. The Philippines’
Department of Education (DepEd) perceives the critical job
of ICT in improving the condition of instruction. The
Internet, with its ability to hold a vast number of assets,
can give extensive and far-reaching training to
understudies, wherever they might be in the nation. Web-
based learning databases do not squander valuable
characteristic assets. A single PC and projector set-up, for
instance, can be utilized for a learning session for a whole
study hall. Instead of books and papers, understudies can
get to modules, submit assignments, and counsel with their
instructors and schoolmates on the web. Educators can
likewise profit by learning devices that do not require
conventional coordination and various materials. For
instance, the DepEd has propelled the Learning Resources
Management and Development System (LRMDS), an entryway for
an Internet instructing and Capuno et al. 680 learning

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materials made by educators and training accomplices. This
program will enable our students to have more access to
relevant, forward-thinking and quality instructional
materials. It likewise gives a database to our teachers
where they can determine their exercises. These materials
will help them in their exercise designs, and may likewise
give a variety of contextualized homeroom discourses. The
family unit media condition is altogether connected with
understudies’ presentation on the government-sanctioned
tests. It was found in the investigation of Borzekowski and
Robinson (2015) that having a room TV was fundamentally and
contrarily connected with understudies’ test scores, while
home PC access and use were decidedly connected with the
scores. Relapse models fundamentally anticipated up to 24%
of the variety in the scores. Nonattendance of a room TV
joined with access to a home PC was reliably connected with
the most astounding government sanctioned test scores. These
literatures have contributed to the formulation on how to
facilitate learning in mathematics in public elementary
schools in the Philippines.

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Remedial
Remedial education can have a positive impact where it
fills gaps that were missed by other educators. Students’
level of preparedness can have either negative or positive
consequences for both students and the school of their
choosing; therefore, interventions should start as early as
possible and involve various spheres of support, such as
familial and scholastic, to ensure positive outcomes
(Gaertner & McClarty, 2015). School readiness assessments
usually occurs at late; thus, potential opportunities for
early intervention and remedial strategies are often missed
(Jayaprakash, Moody, Lauría, Regan, & Baron, 2014). Extra
time, effort, and money, on learner’s behalf, is required to
fix issues that may have been addressed far earlier, and
likely at a far lesser expense earlier on in the students’
schooling career (Conley, 2014). Therefore, gaps are filled
through remediation. The learners’ experience goes beyond
the scope of knowledge and is focused on the preparation and
development of students into productive, knowledgeable
citizens. School readiness does not only refer to students’

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academic abilities and knowledge but also relates to how
well-adjusted students are in terms of meeting the stresses
and general changes and requirements Camara, (2013); Methvin
& Markham, (2015); Venezia & Jaeger, (2013). Various
assessments can be used to determine college readiness and
potential remedial program placement, Burdman, (2013). These
assessments can be done, Hodara, (2013). Earlier readiness
assessments and other possible indicators are generally
underutilized Jayaprakash et al., (2014). The 27 current
study provided insights into how such underutilized
strategies and math remediation and indicators could be used
to improve college readiness. Remedial course effectiveness.
Remediation can have positive implications on student
development. Remedial education and intervention are
important, Melguizo et al., (2016). Yet, other aspects,
particularly in determining student remedial placement,
leaves much to be desired Scott-Clayton et al., (2014).
Bailey et al. (2014) highlighted how remedial education’s
effectiveness was being questioned due to poor student
outcomes and low community college graduation rates, yet

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these programs still held value. Instead of removing
remedial programs, such programs should be evaluated,
adjusted, or replaced based on the effectiveness for meeting
students’ needs and course requirements, Belfield et al.,
(2014). Remedial programs require re-focus and do not need
to be removed. For many, remedial programs can be long and
difficult. Remedial programs require underprepared students
to enroll in a developmental sequence of up to three
remedial math courses Dunlosky et al., (2013). The initial
assessment measures current skill levels. If candidates are
underprepared, they will be referred to remediation to gain
necessary skills and knowledge; they will continue with
remediation until they have achieved the desired results,
Bailey et al., (2014). Although this process may work in
theory, more still needs to be done on the practical
implementation of such an approach to remediation (Scott-
Clayton et al., 2014). This study was designed to contribute
knowledge to the role of instructors in remediation. 28 Not
all researchers support remediation. Di Pietro (2014) found
little data indicating remedial courses influence on pass

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rates and completion. This lack of improvement may be due to
instructors and/or institutions not implementing courses
correctly or because of current offerings being too
homogenous for the diverse student population enrolled in
them, Cafarella (2016). Most students in need of remediation
come from minority and diverse backgrounds and demographics,
Douglas & Attewell (2014); X. Wang (2013). To a degree, this
study might fill a research gap in creating more diverse and
minority friendly remediation solutions. Remedial course
approaches and needs. Face-to-face and distance learning are
both potential course delivery options. However, researchers
have yet to establish the positive influence on student
outcomes in both these options, Jaggars, Hodara, Cho, & Xu,
(2014). There is also lack of information and knowledge for
both students and lecturers regarding potentially beneficial
course material, Halawa, Greene, & Mitchell, (2014). This
finding is particularly true in relation to online
offerings, Hew & Cheung (2014), which means college leaders
may be implementing courses that are inadequate in
addressing the needs of students, Petty (2014).

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Alternatively, lecturers and students may not be utilizing
good courses to their full potential, Price & Tovar (2014).
There is also a concern regarding the link between remedial
math courses and student repetitions or drop-out rates,
Ortiz & Dehon (2013). Further research is needed to
establish the accuracy of such assertions and concerns.
Education requires different approaches for different
students. Different students and demographics may require
different things from a specific remedial math course, An,
29 (2013); Malinen et al. (2013); Riconscente, (2014).
Therefore, existing courses and material would need to be
adapted, Dasinger (2013). Course material would also need to
cater to individuals within the said group Skinner (2014).
New approaches and course implementations would need to be
specifically designed and chosen to gain the best student
results, Edmunds (2012); Ulmer et al. (2016), hence the need
for this study.
Teachers Strategies
Account on Learner’s Strength

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A student’s strength can be any personal trait that
stands out about a student and helps them do better in
school, whether they’re able to memorize information quickly
or have good stamina for mental activity. When learners
don’t like math or do not have any progress with mathematics
lesson, look for something that they like. Look for ways to
connect what the learners love to the math topic that’s
confusing them, Blankman (2021).
This can also be an opportunity to introduce students
to new ideas and subjects that they didn’t even know would
be of interest to them. If your math programs have videos
and simulation, encourage your students to explore. Listen
to your students and figure out what personally engages them
so you can tap into what they care about, Blankman (2021).
Schema-based Instruction
Creating a schema or an underlying blueprint or
structure that the teacher could introduce students to and
continually revisit when working to word problems.
Here are the following word examples from 9 mathematics
intervention strategies for struggling learners.

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 Alice has 81 fish that she has to place evenly into
9 buckets. How many fish are in each bucket?
 Rosario wants to hang 25 artworks into 5 galleries
so that every gallery has the same number of
artworks. How many artworks go in each gallery?
It may help to draw the schema for better understanding
and so learners can easily relate with the lesson, Blankman
(2021).
Cover-copy-compare
This is also known as evidence-based activity to
practice fact retrieval. In preparation, create a worksheet
with around 10 math facts. Let the students study the math
facts and, when they’re ready, cover the lined up numbers
and try to recreate the list. When they’re done, compare the
list they generated to the original list. The teacher will
mark the facts correct or incorrect. If any are incorrect,
repeat the cover-copy-compare procedure until all the facts
are solved correctly. This task helps create a definable and
manageable goal for students that they will be getting all

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the facts correct, no matter is their current math
abilities, Blankman (2021).
Fast Draw
Fast draw is a learning strategy devised by Cecil
Mercer and Susan Miller round 30 years ago to help learners
with learning disability solve math word problems. The
letters of Fast Draw are a mnemonic for the steps:
 Find what you are solving for. Look for the question
mark and underline what are you trying to solve
 Ask yourself what information is given: Read the whole
problem and look for the information given on it.
 Set up the equation: Write the equation with numbers
and symbols in the correct order.
 Tie down the equation: Say out loud what the operation
to be used and what it means.
 Discover the (calculation) sign.
 Read the problem (recognize the numbers involved).

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 Answer or draw and check (if the answer does not come
automatically make a drawing that helps you find it).
 Write the answer, Blackman (2021).
Multiple Representation
According to Wikipedia, multiple representations
(mathematics education) In mathematics education, a
representation is a way of encoding an idea or a
relationship, and can be both internal (e.g., mental
construct) and external (e.g., graph). Thus multiple
representations are ways to symbolize, to describe and to
refer to the same mathematical entity. They help learners
perceive math concepts in different ways and for important
generalization, Blackman (2021).
Synthesis of Related Literature and Studies
Mathematics literacy is the ability to understand and
apply basic knowledge of mathematics in everyday life”,
which means it entails comprehending and combining
mathematical core concepts, terminologies, facts, and skills

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in response to the external situation’s requirement of the
real world, Layug, Velario, Capones (2021)
The numeracy improves the financial literacy rate
varies directly with it. The students’ problem solving
ability and numeracy are directly associated to financial
literacy. A numerate and a problem-solver student are also
financial literate, Indefonso and Yazon (2020).
Math for younger learners is specially challenging in
a remote environment: Early instruction typically includes a
lot of work with manipulatives and practice typically
representing foundational concepts, Schwartz, (2021).
The Philippine’s low level numeracy skills as
reflected in the results of PISA prompted teachers to employ
different intervention to learners who are performing poorly
in mathematics. These interventions helped in improving
numeracy of the said students namely, conference with
parents and students, one on one tutorial, redo activities
with low scores, home visitation, provision of supplementary
materials and activities and remedial classes. However, the
most effective intervention is one-on –one tutorial.

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Teachers are continuing to improve these interventions to
improve students’ numeracy skills, Layug, Velario, Capones
(2021)
To fully address the problems in mathematics among
learners, different strategies were made. These
interventions are also effective in bridging the gap in the
numeracy level brought by the pandemic adapted from the
study of Richard Blankman on the ‘9 Math Intervention
Strategies for Struggling Students’ namely: account for
student’s strength, schema-based instruction, cover-copy-
compare, verbalize thought processes, fast draw, and
multiple representations.
Conceptual Framework
According to Merriam-Webster Dictionary, numeracy is
the ability to understand and work with numbers: the quality
or state of being numerate. It is important to teach
numeracy for learners to develop logical thinking and
reasoning strategies in their everyday activities. Bridging
the gap on pupils’ numeracy level includes strategies such

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as account for student’s strength, schema-based instruction,
redoing activities with low scores, cover-copy-compare,
verbalize thought processes, fast draw, and multiple
representations.
Profile of Teachers Teacher’s Strategies

Age Account on learners’ strength
Gender Schema-based instruction
Redoing Activities with low scores
Highest Educational
Cover-copy-compare
Attainment Verbalize Thought Processes
Length of Service Fast draw
Multiple representation
Implications to the teaching of

Mathematics
Figure 1
Paradigm of the Study
Definition of Terms
Account for Student Strengths- use of student’s interest in
planning the lesson, instructions and assessment
particularly in teaching mathematics.
Cover-copy-compare- a strategy that let learners study math
facts. First the teacher will reveal the math facts and let
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the learners study, then the teacher will cover it and let
the learners try to recreate the list of facts. When they’re
done, compare the list of facts they generated from the
original list. Mark the facts correct and incorrect. If any
are incorrect repeat the procedure of cover, copy and
compare.
Fast Draw- is a learning strategy to help learners in
solving math problems. The letter of ‘fast draw’ are a
mnemonic of steps; find, ask, set up, tie down, discover,
read, add and write.
Verbalize Thought Processes- a strategy that let the
learners say aloud what they are thinking specifically their
mathematical thought.
Multiple Representations- a strategy that let learners
perceive math concepts in different ways and form important
generalizations.
Numeracy – the ability to understand and work with numbers
Conference with Parents- a meeting that helps to understand
what the child is learning at school, their progress both

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academically, specifically in numeracy, and social-
emotionally, and what they can do to support.
Schema-Based Instruction- a one evidence based strategy or
underlying blueprint or structure that is introduced to
students to continually revisit when working through word
problems.
Statement of the Problem
The study determined to merge the gap on the
learners’ numeracy level brought by the pandemic.
Specifically, it aimed to answer the following questions:
1. What is the profile of the teachers be described in terms
of:
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1.1. age
1.2 gender
1.3 highest educational attainment; and
1.4 number of years in teaching
2. How do the teachers describe their experiences during
limited face-to-face classes?
3. How do the teachers describe the strategies to merge the
gap on the learners’ numeracy level in terms of:
3.1 account for student’s strength
3.2 schema-based instruction
3.3 redoing activities with low scores
3.4 cover-copy-compare
3.5 verbalize thought process
3.6 fast draw
3.7 multiple representation
4. What are the implications of the strategies to the
teaching of Mathematics?
Significance of the Study

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Administrators. The findings of this study may
provide administrators with vital information on the needs
concerning the problems and bridging the gaps on numeracy
skills of the learners brought by the pandemic.
Elementary Teachers. This study may serve as a guide
for a more effective teaching in the elementary school.
Likewise, it will provide insights on how they can
effectively teach mathematics going beyond back to normal.
Furthermore, the result of the study will make them aware of
the strategies and practices to merge the gap on numeracy
brought by the pandemic.
Learners. From the findings, the students can get
benefit if their teachers can focus more on areas of
teaching competence that needs improvements and will provide
them with a higher quality of education. Students will have
a lighter ease in acquiring information from added equipment
that will be provided by the school, resulting to a maximum
learning opportunity and higher academic performance in
numeracy.
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Researchers. The findings of this may add insights to
other researchers who desire to explore problems and
solution in numeracy skills among learners. This may also
serve as a reference for further study.
Scope and Limitation
This study aimed to merge the gap on the numeracy
level of Grade 3 learners on 1 central school, 1 non central
school and 3 IP schools in the municipality of Gabaldon,
province of Nueva Ecija, Region III, where the participants
of the study were teachers teaching Grade 3 mathematics who
were employed during the school year 2022-2023.
CHAPTER II
Method
Research Design
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This research study used qualitative case
analysis research method. Qualitative research is primarily
exploratory research that aims to gather an in-depth
understanding of human behaviour and the reasons that govern
such behaviour. It is a comprehensive summarization, in
everyday terms, of specific events experienced by
individuals or groups of individuals. Qualitative is a
“distributed residual category” (Sandelowsi, 2000) in the
classification of these methods. Its value lies not only in
the knowledge its use can produce, but also as a vehicle for
preventing and treating research methods as living entities
that resist simple classification (Bowker & Star, 2000).
The qualitative case analysis method was used to gain
understanding on how teachers bridge the gap in the numeracy
skills of younger learners who were going beyond back to
normal.
Participants of the Study
The participants were Grade 3 mathematics teachers
teaching from 1 central school, 1 non central school and 3

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IP schools in Gabaldon District, Province of Nueva Ecija,
Region III during school year 2022-2023. Table 1 presents
the table of respondents.
Table 1: Participants of the Study
Schools Total Number of

Mathematics Teachers
Gabaldon Central School 4
Ligaya Elementary School 4
Mabaldog Elementary (IP School) 1
Pagsanjan Elementary (IP School) 1
Pindangan Elementary (IP School) 1
Total 11
Data Gathering Tool

The researcher used unstructured interview and
observation as the main tool in data gathering. The subjects
have freedom in sharing their experiences without any
constraints when this type of tool was utilized. The
interview is all about teachers bridging the gap brought by
the pandemic in the numeracy skills of younger learners.
Data Gathering Procedure

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Before the actual data gathering procedure, the
researchers contacted them through messenger and talk to
them through Zoom and or meet in order to explain the
mechanics of the study to the participants and conduct
interview. They agreed on certain time to conduct the
interview whenever they have free time and those
participants who are near are personally visited by the
researcher to conduct the interview.
Data Management and Analysis
1. In-depth Interview: is a qualitative research technique
that involves conducting intensive
individual interviews with a small number of
participants, to explore their perspectives on an idea,
program, or situation. This study involved a thorough
one-on-one interviews with the participants through
Zoom and Messenger Video Call.
2. Memoing: is the act of recording reflective notes about
what the researcher (fieldworker, data coder, and/or
analyst) is learning from the data. The study used
memoing in data gathering. It is an act of recording

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reflective notes about what the researchers will learn
from the data they have gathered.
3. Validation: is a process of confirming that an existing
program of study or a newly designed one can continue
or commence operation. This was done through having
another assembly or meeting with the participants after
the data processing. The validation of data is
equivalent to the accuracy of results.
Ethical Consideration
The participants of this study was informed of why
the study will be conducted.
Ethical beneficence. The researcher makes sure that
the study is good for the participants and will cause them
no harm.
Self-determination. The participants of this study
were not coerced from participating. They were allowed to
choose not to take part in the study or decide to drop out
any time. Also, they could decide to take part without any
pressure and ask questions at any time regarding all the
aspects of this study.

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Informed consent. The researcher obtained informed
consent from the participants in order to prove that they
did not become part of their study against their will.
Confidentiality and anonymity. The researcher ensured
the participants’ privacy at all times by means of using
code name for the respective participants and not disclosing
the information obtained to those who are not involve in the
study.
Establishing Trustworthiness of Data
Credibility, an especially important aspect of
trustworthiness, is achieved to the extent that the research
methods engender confidence in the truth of the data and in
the researcher interpretations of data gathered (Polit &
Beck, 2018).
The credibility of this study was attained through the
proper data collection.
Dependability, refers to evidence that is consistent
and stable (Polit & Beck, 2018).
Dependability was achieved through proper selection of
participants.
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Data Management and Analysis
After every interview, the researcher started
transcribing file and secluded all the answers in different
columns to itemize the answer of the participants so that
transcribing is easy and data gathered was easily explained.
The researcher clustered similar responses. The
participants’ responses were carefully studied in order to
formulate theme and sub-themes that help to explore the
relationship among the theme.
The researcher incorporated new data that emerge to have
an exhaustive description of phenomenon. The outcome of
analysis was presented in a conceptual map where the theme
and also sub theme is presented.
CHAPTER III
Presentation, Analysis and Interpretation of Data
Mathematics Teacher 1
1. Profile
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Mathematics teacher 1 is 26 years old, female, single,
MA graduate and teaching for more than 4 years. She is
currently teaching in a non-central school handling 32
learners. When she was interviewed, she shared the big gap
she noticed in the numeracy level of her learners as an
effect of distance learning brought by the pandemic. She
said,
“Year 2018 during pre-pandemic, we experienced

problems regarding learners’ poor performance in
math. Today, that we’re going back to normal, the
problem on learners’ poor mathematics performance
become worse”.
2. Limited Face-to-face Experiences
She described her performance during limited face-to-
face class as the hardest challenge in her entire teaching
career. Most of her grade 3 pupils doesn’t know how to
subtract, multiply and divide. She also said that she
started teaching grade 1 mathematics lessons because
majority of her learners are low performing. Mathematics
Teacher I added that the very short time of limited face to
face is not enough in bridging the gap on learners’ numeracy

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skills brought by the pandemic. During the interview she
said:
“I wasn’t shocked that the limited face-to-face

class would be hard for both the teacher and the
learner. But what saddened me most was my grade 3
learners were performing like grade 1. I modified
my strategies that would be suited to my pandemic
learners, but the time of the limited face-to-face
was very short and not enough to fully address the
big problem on learners’ numeracy level.”
3. STRATEGIES
Mathematics Teacher 1 described her strategies in
bridging the gaps on learners’ numeracy skills as hands-on
and student centered.
3.1 ACCOUNT ON LEARNER’S STRENGHT
During the interview she shared that she accounts on
her learners’ strength. She identified the strength of her
learners by giving them pre-test and a simple one-on-one
interview. She learned the interest, hobbies and talents of
her learners and conceptualize them on her daily mathematics
lesson. The problem she encountered is knowing the real
strength of some of her learners because they were too shy

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to share during the one-on-one interview. The teacher gave
solution to the problem by building close relationship to
her learners so that they can talk and share their thought
without hesitation and observe them from time to time to
identify their strength. During the interview she shared
that:
“When I got the result of the pre-test I already

knew that my learners are under the expected
numeracy level of a grade 3 pupil. By these, I
conducted a one-on-one interview about their
hobbies, interest and talents to be able to know
their strength. I also group them and made my
lesson activities based on their hobbies and
interest.”
3.2 SCHEMA BASED INSTRUCTION
Mathematics Teacher 1 made her schema-based instruction
by using common things around the community as examples on
illustrating mathematical word problems to her learners.
Since they are in the province, her word problems are all
based on the life in province where in her learners can
easily relate and conceptualize. During the interview she
added:
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“Since majority of my learners’ parents are

farmers and they also help their parents in the
farm, I used locally available fruits and
vegetable as examples on illustrating my math
lessons, especially during the time when I
introduced some of my learners in adding numbers.
I used questions like Si Khara ay may tanim na
okra at namunga ng 2, makalipas ang dalawang araw
ay namunga pa ito ng 5 pang okra, ilan ang
kabuuang okra na kanyang inani?”
3.3 REDOING ACTIVITIES WITH LOW SCORES
In redoing activities with low scores, Mathematics
Teacher 1 gives learners’ the time to redo the activities
during the time of remedial teaching. She will have a short
review about the lesson and let the learners raise questions
before proceeding to the activity to be re-answered. The
result of redoing their activities is good because they got
to realize their mistake and master the lesson.
“My learners often say ‘dito pala ako namali’ and

‘ay, alam ko na’ after redoing their activities.
This strategy is very helpful to my learners in
mastering the lesson and seeing where they made a
mistake in different math problems.”
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3.4 COVER-COPY-COMPARE
Cover-copy-compare is same as fact retrieval wherein
math facts are the utmost priority of the activity.
Mathematics Teacher 1 said that as of now she is not using
cover-copy-compare because she is focused on teaching four
fundamental operations.
“I will use cover-copy-compare after my learners’

master 4Fs”
3.5 VERBALIZE THOUGHT PROCESSES
The teacher states that she after giving her learners’
time to think critically, she also gives time on her
learners to verbalize their thought processes. The problem
with this strategy is the learners with low self-confidence
regarding their ideas. Only the same learners who were
participating in this activity is participating. During the
interview the teacher said:
“It is good that whenever I use verbalize thought

strategy, I can see that my learners can easily
memorize the ways to solve a problem. Their ideas
also help other learners to understand the lesson.
It is like, verbalizing your thoughts after
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critical thinking while sharing your ideas to

other learners. The learner who shared his idea,
got to remember the lesson easily and the learners
who listen gained idea from their classmate”.
3.6 FAST DRAW
The teacher uses fast draw in problem solving. The
learners can easily solve the word problem correctly because
of this strategy. They use their critical thinking skills as
well as their vocabulary in doing this.
“I remember when I was in elementary, my teacher

also used the fast draw to us during problem
solving. I also use this strategy to my learners
today. There are fast problem solvers and there
are slow but most of them always get the correct
answer no matter how slow or how fast they solve
it, because of fast draw.”
3.7 MULTIPLE REPRESENTATION
Mathematics Teacher 1 shared that she uses multiple
representation aligned with learners’ multiple
intelligences. These may help them understand the lesson
easily and have the mathematical lesson aligned with their
interest and strength.

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“As an elementary teacher, multiple representation

is widely use in all subjects, this strategy is
also very effective in mathematics. My learners
easily learned the lesson in math because during
the discussion, a representation is provided
aligned with their personal interest and
strength.”
4. IMPLICATIONS OF STRATEGY TO THE TEACHING OF MATHEMATICS
The above teacher’s strategies as stated by Mathematics
Teacher I are effective in merging the gap of learner’s
numeracy skills brought by the pandemic. It specifically
helps slow learners to get the mathematical problems step by
step on a slower pace. However, it is still the
responsibility of the teacher to use different strategies on
different learners based on their needs and interest.
“All the teacher’s strategies are effective. But

different sets of strategies are effective for
different set of learners. The teacher must be
aware of the needs and interest of his/her
students for her to be able to teach mathematics
effectively.
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1. Profile
Mathematics teacher 2 is 24 years old, male, single,
graduate of Bachelor in Elementary Education and teaching
for more than 8 months. He is currently teaching in an IP
school handling 23 learners. During his interview, he shared
that his IP learners have poor numeracy skills.
2. Limited Face-to-Face Experiences
Mathematics teacher shared that during the limited
face-to-face, his learners find a hard time to adjust with
the face to face schedule because they were used to study
with their modules and wake up late in the morning. These
problem cause learners to lose interest in class. He also
added that numeracy become the least priority during the
pandemic.
“Most of the learning materials given to our

learners were reading materials. It is hard to
provide children with other lessons because no one
will be going to assist and tutor them at home.
That is why, the numeracy skills of the learners’
decreased. During limited face-to-face, we did our
best to merge the gap on those problems but the
time isn’t enough.”
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3. STRATEGIES
As an IP teacher, mathematics teacher 2 identify the
strength of his learners on the first day of school. He
conducted a classroom-based talent fest and the children
showcase their talents in class. After the talent fest, the
children tell their hobbies and interest to the class
including the things they love about mathematics. By these
activities, the teacher gets to know his learners more and
assess their strength to further address their needs in
mathematics.
“After the classroom talent fest and the sharing

of thoughts on essay, I see more of my learners’
strength through day by day observation and I am
so happy to know that I can address their needs in
mathematics using their strength.”
For children living far from the lights and busy
streets, schema based instruction must use something that
they could relate. Giving examples like the common trees

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they can see around and the things that are available in
their houses are best to relay a word problem.
“Children loves stories about the things happening

in the city and outside their community but when
it comes to giving word problems, it is important
that the teacher would use something that is
relatable to them.”
According to Mathematics Teacher 2, redoing activities
with low scores among his IP learners is essential. It helps
the learners realize their mistakes from previous lesson and
make themselves ready for questions and problems like that
during the periodical examination.
“There is no one to follow up or check their

notebooks to know what their scores in a
particular day because their parents are mostly
illiterate. Good thing there is this kind of
strategy”
Cover-copy-compare is used by Mathematics Teacher 2 in
teaching equations. Wherein, he presents the equation to the
class, cover it while the class tries to write and recall
the equation. When the children are ready, Mathematics

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Teacher 2 reveals the equation again and the class tries to
compare the said equation, the process repeats until the
whole class gets the correct equation for the problem.
“I use cover-copy-compare in memorizing

terminologies like addends, subtrahend, product
etc. This activity is effective to learners in
memorizing terms in mathematics.”
Mathematics Teacher 2 states that he uses verbalize
thought expression after giving time to think and analyze
problem. He said that this is like peer teaching wherein the
learner shares his idea while his classmates learn from him.
“IP learners learn from each other when I use

verbalize thought expression. Sometimes there are
ways wherein a learner can relate and learn more
from the explanation of his classmate.”
3.6 FAST DRAW
Mathematics teacher 2 said that he does not use fast
draw. Instead he uses verbalize thought processes when
solving problems. He also added that fast draw is not
effective to his learners because it just makes the solving

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longer rather than understand the problem, use critical
thinking and solve it.
“Fast draw just makes the word problem solving

longer and is not effective on my IP learners.”
In multiple representation, Mathematics Teacher 2
shares that he uses multiple representation based on the
multiple intelligences of learners. The problem in IP
Schools is that the resources to meet the needs of visual
and audio learners are limited. He said that they need
television and other technological equipment to teach
mathematics. The teacher uses improvised colorful materials
and real objects for visual leaners and guitar for audio
learners.
“It is hard to touch the multiple intelligences of

young learners when the resources are limited. You
know that you can teach more using that equipment
but as an IP teacher, I need to be resourceful and
creative for the sake of my IP students.”
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Most of the teacher’s strategies given are effective to
the IP learners as it gives every learner the opportunity to
solve and answer a specific problem on their own pace and
interest. However, some are not being fully used in IP
schools because of the limited resources.
“There is no problem regarding the teaching

strategies, the only problem in IP schools is that
we have limited resources to fully implement the
strategies.”
1. Profile
Mathematics teacher 3 is 30 years old, female, married,
with units on Master of Arts in Education and teaching for
more than 5 years. She is currently teaching in a central
school handling 42 learners.
2. Limited Face-to-Face Experiences
Mathematics Teacher 3 states that the limited face to
face class cannot cover the loss in the numeracy level of
learners because of the limited time. He also added that the

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short time given to learners was spent more on reading
rather than numeracy.
“During the Limited Face-to-Face, a lot of

learners who came to school doesn’t know how to
read and some were slow readers. The time spent
during the Limited Face-to-Face were more focused
on remedial reading, causing poor numeracy level
in this present school year.”
3. STRATEGIES
The teacher said that at first, it was hard to identify
the strength of each of her learners because of the large
number of pupils she has. Later on, she learned about her
learners’ talents, attitude and interest and use it in
teaching mathematics.
“I used to provide differentiated group activities

in mathematics as part of the lesson application
in math. In this, I used their strength and
interest to help them in learning the lessons.”
Mathematics Teacher 3 states that it is more effective
when using schema based instruction if the teacher uses the

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student, themselves as examples. She also added that a
teacher can also use common things they can see inside the
classroom.
“Using the exact people and things that the

learners can see around is like using real objects
in teaching mathematics every day”.
The teacher explained that the strategy of redoing
activities with low scores is very effective because it lets
the children identify their mistakes and correct it by
themselves. The only problem the teacher encountered in this
type of strategy is the number of learners she has. In her
42 learners, almost 25 of them redo the activities causing
the majority of learners to stick with the previous lesson.
She also added that this kind of problem causes delay on the
lessons tackled.
“The number of learners I have is the main problem

in doing this activity. As most of the pupils redo
the previous lesson, only few pupils are ready for
the next lesson.”
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Mathematics teacher 3 uses digital cover-copy-compare
in class. She uses PowerPoint presentation and when it is
time to cover the lesson, she turns the PowerPoint to the
next slide and then bring again the lesson when it’s time to
compare.
“It is very convenient for the teacher to use

slideshow when teaching, especially in cover-copy-
compare. With the number of my learners, I have to
maximize my time in looking at their performance
and attitude. The time to consume when writing on
the chalkboard is lessened using slideshow.”
The teacher states that she let her learners think
critically and then verbalize their ideas. This helps them
teach other children on the strategies they formulated by
themselves. This is also effective in helping them memorize
the formulas and other mathematical strategies. The only
problem she encountered in this strategy is her big number
of learners. Most of the learners want to share their
thoughts and everyone cannot be accommodated in all of the
problems to be solved. The solution she had is to give

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learners equal opportunities to speak and verbalize their
thoughts.
“Learners love to speak and share their knowledge.

It is important to encourage them to share their
thought and teach other learners.”
3.6 FAST DRAW
Fast draw strategy is used by Mathematics Teacher 3 in
problem solving. It is effective on her slow learners while
the fast learners will be given additional problems to solve
when they finish the first activity using fast draw.
“Fast draw is used since I was in elementary. It

is a step by step procedure on how to solve a word
problem. In this strategy many of my slow learners
have been able to solve word problems correctly.”
The teacher shared that in her 42 learners, she seldom
used multiple representation in discussing mathematics. The
learners have different interest and capabilities that is
needed to be addressed. The lessons will be modified for
each group of learners with the same interest and needs. She
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used it in mathematics by giving different examples using
the multiple intelligences.
“My learners are different; I use different

examples for them.”
Based on the interview, the teacher stated that all the
teachers’ strategies given are effective to her learners. It
is only depend on the teacher on when and how to use the
strategy for specific learners.
“I use all of those strategies in mathematics and

they are all good for the learners. It is the
teacher’s responsibility to make sure when and how
to use the strategies effectively.”
1. Profile
Mathematics teacher 4 is 45 years old, female, married, with
units on Master of Arts in Education and teaching for more

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than 21 years. She is currently teaching in a non-central
school handling 31 learners
During the limited face-to-face, Mathematics Teacher 4
said that most of the learners doesn’t even know how to
multiply and divide. They are also slow readers. The short
months of face-to-face isn’t enough to address the issues on
literacy and numeracy.
“The Limited Face-to-face class only becomes a

warm up for the young learners to make them ready
for the whole day face to face classes. The
problem in literacy and numeracy cannot be already
addressed.”
3. STRATEGIES
The learners of Mathematics Teacher 4 were mostly
visual learners and are interested when she is using the
television. Most of them are good in solving problems when
the teacher used pictures. She used their interest in
helping them learn the four fundamental operations.
“My learners are good in watching television and

can understand the lesson well using it. Our
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mathematics class always have a simple video clip

about the lesson and pictures to show for them to
learn effectively.”
Mathematics teacher 4 used traditional examples like
drawings and pictures in schema-based instruction. She has
learner’s materials that she has been using for almost ten
years. She said that traditional teaching is still effective
and schema-based strategy was traditionally used by teachers
in teaching math.
“Old schema-based instruction is very effective

until now.”
The problem with the gap on numeracy skills of
Mathematics Teacher 4 learners is that they lack the basic
skills needed to learn the lessons on the Most Essential
Learning Competency. The teacher let her learners redo
addition, subtraction, multiplication and division, instead
of teaching grade 3 Melc-based lessons that they will not
understand because they lack the basic skills.
“I am very challenged with my learners because

they do not know the basic such as adding,
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subtracting, multiplying and dividing. I let the

redo the window card, every day.”
The teacher uses this kind of strategy whenever the
problems needed memorization of formula and other important
basic math facts. She writes the lesson on the board and let
the learners read and memorize it and the cover the board
and let her learners write down the things they remember.
The problem she encountered with this kind of strategy is
that her learners are not good in memorizing. The cover-
copy-compare is effective on them but they consume a lot of
time.
“The learners enjoy copy-cover-compare and it

helps them memorize easily.”
Since very few of the learners are thinking critically,
the same number of learners are also the one who share their
ideas in class. The teacher encourages everyone but as she
has observed, most of her learners aren’t ready because they
lack the basic skills and find mathematics really hard.

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“Only 3 also verbalize their thoughts in the

class. I encourage everyone to participate but I
think they are not ready yet. Maybe after they
learn the basic skills after 3 to 4 months.”
3.6 FAST DRAW
Fast draw was used by Mathematics Teacher 4 during pre-
pandemic. This school year, she hasn’t tried problem solving
among her learners because they are focused on the basic
skills in mathematics such as addition, multiplication and
division. Most of her learners also have poor reading
comprehension, and are not ready for word problems.
“I am focused on the basic skills now. I will use

fast draw whenever my learners are ready.”
The teacher uses multiple representation in teaching
the four fundamental operation by video presentation, using
games and manipulatives. The learners enjoyed every lesson
and are taking their paced slowly in learning 4fs.
“Different strategies in discussing the lesson

will be effective on the diversity of learners. It
is good that we used different strategies that
touches the different interest of the children.
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Mathematics teacher 4 states that all the strategies
are effective in merging the gap on learners’ numeracy. The
only things she has to do first is to teach the basic skills
that her learners are lack to be able to use the other
strategies in mathematics.
“I can use the different strategies and think that

they are effective to bridge the gap of my
learners. The only thing I need to consider first
is the basic skills of my learners in
mathematics.”
1. Profile
In the case of Mathematics Teacher 5, she experienced
very minimal problems during the limited face-to-face class.
She said that it was because her learners are product of

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online classes and were in special section. The numeracy
skills of her learners were all in the higher level.
“I am so blessed that the parents of my learners

are very supportive when it comes to distance
learning. My learners during the limited Face-to-
face adjust on face to face set up but they are
good readers and are all numerates.”
3. STRATEGIES
Since most of the learners of Mathematics Teacher 5 are
well performing learners, she uses it as an opportunity to
advance them in their mathematics lesson. In teaching
advanced mathematics, she uses the different strength of her
learners in peer teaching and other group activities that
nurture learners’ numeracy skills.
“Those learners who are good in reading

comprehension lead in peer teaching about word
problems while learners who are fast in
computations lead in one-on-one classmate tutorial
and window card activities.”
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The teacher stated that when it comes to schema based
instruction, she always use familiar scenarios and familiar
things around the community for her learners to relate on
the given examples. She also added that her best practice
when it comes to schema based instruction is she also let
her learners create their own word problem and let the other
learner solve the problem they created.
“Learners love schema based instruction because it

is like a real life problem needed to be solved.”
Mathematics Teacher 5 shared that she uses redoing
activities with low scores in remedial teaching. Learners
who did not meet the required number of test score for every
evaluation are subject to redo their activities.
“Redoing activities with low scores is like giving

learners a chance to correct their mistakes.”
In cover-copy-compare the teacher uses chalkboard or
PowerPoint presentation in showing the lesson or the topic.
She let the learners look at the lesson while she is
discussing. At the end of the discussion, the chalkboard or

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the PowerPoint slide will be covered and the learners will
write it on a piece of paper. After they write the topic
will again be revealed and the learners will see if their
answers are right or wrong. The topic will again be covered
and the learners will correct their mistakes based on what
they saw on the board or on the slide.
“Cover-copy-compare is like a memory game with a

lot of chances. The learners are having fun while
learning.”
After critical thinking, Mathematics Teacher 5 states
that she uses verbalize thought expression. She encourages
her learners to share their ideas and thoughts to his
classmates. During the discussion she also uses the art of
questioning to encourage every single learner to verbalize
their thoughts.
“When they verbalize their thoughts, it would be

easier for them to memorize and retain the
knowledge they said.”
3.6 FAST DRAW
Fast draw is effective to Mathematics Teacher 5
learners who were slow in mathematics. She said that it is a

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sort of activity that is slowly helping learners to find the
solution and answer a word problem.
“I use fast draw on 5 of my learners who are slow

in mathematics.”
Mathematics Teacher 5 uses multiple representation
based on the interest and needs of her learners. She said
that during the discussion, she uses different examples and
different devices for learners who are visual learners,
kinesthetic learners, and so on.
“Learners learn when you touch their interest.

Multiple representation is needed to touch each
learner.”
The teacher shared that the strategies are effective to
learners in merging the gap on their numeracy skills. She
also shared that merging the gap would take some time and
needs to be continuous.
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“It depends on the teacher on when and how they

will use the strategies to make it effective on
his/her set of learners.”
1. Profile
more than 20 years. She is currently teaching in a non-
central school handling 32 learners.
Mathematics Teacher 6 states that her experiences
during the limited face-to-face is very challenging. The
transition from modular distance learning made the learners
uncomfortable in going to school specially because they are
used to wake up late in the morning and their study habit
was very poor. The learners were academically challenged in

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reading and mathematics. The short time of face to face
class is not enough to address the problems.
“My learners have poor study habits during the

modular distance learning. It caused them to find
solving word problems hard because of their poor
reading comprehension. Most of them cannot
multiply and divide.”
3. STRATEGIES
Mathematics teacher 6 said that the she identified the
strength of her learners through observation. She also
stated that she based her discussion and group activities on
the multiple intelligences touching the strength of her
learners.
“When discussing the lessons in mathematics, I see

to it that there are examples for visual learners,
kinesthetic learners, etc., I also do this during
the group activity.”
Based on the interview, mathematics teacher 6 uses
schema based instruction in taking mathematical word problem
to real life problems that children can solve. She uses

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scenarios, examples and places familiar to the learners.
Sometimes she uses the examples from the book but she makes
sure that she explains things that are unfamiliar to her
learners.
“The use of schema based instruction helps my

learners realize mathematics through real world
scenarios.
The teacher stated that she is doing this strategy
every day for remedial teaching in mathematics. She added
that the problem she encountered in redoing the activity is
the number of learners. She has 42 learners and most of them
are slow in mathematics. When she redoes the activity, the
time for the next lesson will be sacrificed.
“It is more important to reteach and review the

lesson or redo the activity and sacrifice the time
for the next lesson than to proceed to the next
topic without the learners mastered the previous
lesson.”
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The teacher uses cover-copy-compare in teaching the
multiplication table. A set of table is flashed on the TV
screen while the teacher is discussing. After the
discussion, the pupils are given enough time to memorize the
table. The teacher will then turn off the television and the
learners will write the table on a piece of paper. The table
will be flashed again on the screen and the learners will
compare their work. They will again be given the chance to
correct their mistake until they perfect the table.
“Learners learn through repletion, that is why

cover-copy-compare is effective.”
As mentioned by Mathematics Teacher 6, she uses the art
of questioning during the discussion to help learners
verbalize their thoughts. Peer teaching is also used to let
them share their ideas.
“When learners verbalize their thoughts, they

shared their idea with their other classmate and
both of them learn from the sharing of ideas.”
3.6 FAST DRAW
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The teacher shared that the only way she thinks that
she can use fast draw is for problem solving. In her 42
learners, 30 of them can do problem solving, independently.
Fast draw is effective to them but it is more effective on
the 12 slow learners she has.
“Based on my observation, fast draw is slowly

giving learners a chance to solve a word problem
correctly.”
Mathematics Teacher 6 uses different types of
strategies during the lesson proper that touches each
learners’ intelligence. At the beginning she uses video
presentation for visual learners. She discusses the lesson
with a clear voice for audio learners. She prepares
movements and games for kinesthetic learners, and so on. On
the application, she groups the class based on their
interest and make the group activity based on differentiated
instruction.
“Gen Z learners learn effectively when you touch

their interest. That’s why teaching mathematics
should be as colorful as possible.”
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According to Mathematics Teacher 6, the given teachers’
strategies are effective to her learners. They improve fast
but they merging the gap on their numeracy skills needs more
time and practice and will take months to address.
“Any kind of strategy will be effective when given

learners enough time to improve on their own
pace.”
1. Profile
Mathematics teacher 7 is 35 years old, male, married,
more than 4 years. He is currently teaching in a non-central
Mathematics Teacher 7 said that during the limited
face to face, his learners are not attending school. They
are learners from the last section and are non-readers and
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non-numerates. Most of his learners only attend schools for
2 days on their 5-day-schedule.
“The ultimate challenge for me during the limited

face to face is the attendance of my learners.
Most of the parents in my class are
uncooperative.”
3. STRATEGIES
According to the teacher respondent, his learners are
good when it comes to games. He uses games as part of the
lesson to catch their attention and for them to easily
understand the lesson.
“My learners are very playful, instead of using it

as a negative thing, I used it as a tool for them
to learn.”
Based on the interview, Mathematics Teacher 7 said that
he used schema based instruction in teaching by means of
using readily available materials inside the classroom such
as sticks, stones and books so that learners will see
examples and scenarios on word problem with the things
available in the classroom.

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“Learners learn mathematics using schema based

instruction if they can relate on it.”
Among the 32 learners of Mathematics Teacher 7, 7 of
them are scoring low in math. They redo their activities
during the remedial teaching in mathematics. The problem of
Mathematics Teacher 7 is that some of his slow learners are
always absent in school causing the improvement to be slower
than planned. He practices constant home visitation on
students with absenteeism.
“I let my learners redo the activity with reward

system so that they would be excited to correct
their mistakes in mathematics.”
The teacher uses cover-copy-compare like a fun game
activity. He shows the lesson and let the learners memorize
and study it. After a while, he covers the board and the
learners will look write the answer on their own mini
whiteboards. Learners with correct answer will stay and
continue to the next round while learners with the wrong
answer will continue the game on a piece of paper but have

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no chance to get a prize. This motivates learners to
memorize math facts and solve problems correctly and fast.
“Cover-copy-compare is their favorite game in

school. My learners said that it was like a game
on gameshows.”
Based on the interview, the teacher uses verbalize
thought processes strategy during the discussion. He
encourages his learners to share their ideas and answers
without thinking of judgement whenever their answer is
wrong. At the beginning of the class, he made a rule on
respecting other people’s answer and opinion. The class
practice it and they become free in verbalizing their
thoughts.
“When learners feel safe, they share their ideas

freely.”
3.6 FAST DRAW
According to Mathematics Teacher 7, he uses cover copy
compare on problem solving. It helps his learners on
answering the question, step by step. He started with what
are given? what operation to be used? and so on. It helps

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his low learners to understand the procedure on how to
analyze word problems effectively. The only problem he
encountered on fast draw is some of his learners are with
poor comprehension. They are assisted by the teacher during
the problem solving.
“Fast learners can solve a problem without writing

it on paper but in fast draw, slow learners can
answer the problem by following the step by step
procedure.”
The teacher uses multiple representation by showing
different examples and different ways in introducing and
teaching the lesson. The set of learners of Mathematics
Teacher 7 likes fun and games. They also love technology
based teaching approach. The teacher uses it as a tool in
teaching mathematics while touching their needs and
interest.
“We need to give different experience on our

learners to catch their interest so that they can
easily understand the lesson.
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According to Mathematics Teacher 7, all of the
teachers’ strategies are effective on merging the gap on
learners’ numeracy skills. It just needs a little
modification on how it can be appealing and interesting on
the different set of learners.
“The teacher needs to be creative on making the

strategies fun and appealing to the children.”
1. Profile
In the case of Mathematics Teacher 8, she has learners
who are advanced when it comes to mathematics. She said that
her learners were in special class and are using online
distance learning. She has no problem with their numeracy
level.
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“My learners have a good study habit during the

distance learning. When the limited face to face
comes, I saw that they were all advanced when it
comes to grade 3 mathematics.”
3. STRATEGIES
In accounting learner’s strength, mathematics teacher 8
uses multiple intelligences in the discussion and group
activities. She also used the learners’ strength and
interest in technology in teaching mathematics.
“During the discussion, I provide different

explanations and examples using the multiple
intelligences that can cover each strength of my
learners. I also use gadgets while teaching”
During the interview, the teacher shared that she uses
schema based instruction on the things that learners can
learn more. For example, a word problem or scenario about
travelling. The pupils are able to compute the kilometers
and in addition, they learned about the different traffic
signs. By this, the teacher integrates other subject to

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mathematics while making mathematical problems more
realistic to solve.
“Schema based instruction helps learners picture

out a word problem.”
The learners of Mathematics Teacher 8, redo their
activities on the time of remedial teaching. The learners
who got low scores on the daily evaluation, redo the test
after the teacher reteach the lesson to them on a more
expanded way.
“Learners who redo their low scores tend to

remember the lesson more than learners who made it
once.”
The cover-copy-compare of Mathematics Teacher 8 was
done after every discussion. She uses it as part of the
generalization. Instead of asking children questions, she
uses it as an interactive game activity wherein children

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discover how much they’ve learned on the lesson being
discussed.
“I let my learners write down the things they have

learned. I reveal the notes after they wrote it
down for them to see how much they’ve learned and
be able to correct their mistakes.”
On verbalize thought processes, the teacher uses the
art of questioning for learners to easily share their own
ideas and knowledge about the topic in mathematics. The
target of Mathematics Teacher 8 in this kind of strategy are
her learners with low self-esteem and those who found
mathematics hard. She makes them answer questions that can
be easily answered and appreciate their courage to speak so
that they would be motivated on the next math class.
“Verbalize thought processes are not only for good

performing learners. This can also be a way to
encourage slow learners to love mathematics.”
3.6 FAST DRAW
Based on the interview, Mathematics Teacher 8 said that
the learners use fast draw in solving word problems. The
teacher also said that fast draw was used since she was in
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elementary and it is still effective even with Gen Z
learners. The primary focus of fast draw is to give learners
a step by step procedure on how to solve a word problem and
get a correct answer. This is very effective on her slow
learners.
“Fast learners can easily solve a word problem

even without writing it on paper. Slow learners
need fast draw.”
Children have different needs based on the multiple
intelligences. By these, Mathematics Teacher 8 uses multiple
representation to prioritize each kind of intelligence in
the teaching and learning process. This helps learners enjoy
and become interested while learning math.
“When I use multiple representation, my learners

can easily understand the math lesson.”
According to Mathematics Teacher 8, the teachers’
strategies are effective when used properly by the teacher
on the right time, right lesson and right learners. Each
strategy can be effective to some group of learners and can

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be ineffective to some. The teacher should always make use
of modification depending on the kind of learners she has.
“Any kind of strategy is effective when we put

modification n it to fit the needs of our
learners.
1. Profile
Mathematics teacher 9 is 26 years old, male, single,
more than 2 years. He is currently teaching in an IP school
handling 15 learners.
Based on the experience of Mathematics Teacher 9 during
the limited face to face class, he shared that his learners
are slow readers and they focused more on reading. This
caused their numeracy level to drop down.
“Honestly, I gave more time on teaching children

how to read rather than focusing on their numeracy
skills.”
3. STRATEGIES

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The set of his IP learners, according to Mathematics
Teacher 9 are good singers and dancers. By this, he
integrates singing and dancing in teaching mathematics. He
uses his guitar in singing songs with lyrics related to the
lesson.
“The children were singing with me while dancing

to the rhythm of the music as part of the teaching
and learning process. It serves as a booster to
their interest and understanding of the lesson.”
On the IP learners of Mathematics Teacher 9, he sees to
it that his learners can relate on the given examples and
word problems. He modifies the word problems based on the
things available and easily seen inside the IP community. He
also made examples about IP learners so that they could
relate and solve the mathematical word problem as their own
problems that can easily be solved.
“IP learners learn more when they can relate on

the things the teacher is teaching. That’s why
schema based instruction is very effective to
them.”
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Mathematics Teacher 9 redo the activities of his
learners during the remedial teaching. Learners with low
scores are given the chance correct their wrong answers
after the teacher discuss the lesson again.
“My learners are given rewards after the remedial

teaching and after being able to perfect the
activity.”
Mathematics Teacher 9 shared that he uses chalkboard
and manila paper in cover-copy-compare. His best practice in
this activity is the reward and badge system. The activity
is done every day wherein the teacher shows the lessons; the
learners try to write it down then the lesson is revealed
for learners to compare what they wrote on their papers. The
activity is repeated after all the learners got the correct
answer/note. The learner who will finish the activity first
will be given a reward and those learners will earn a badge
for every level. Learners who gets a level 5 badge can
exchange their badge on school supplies or food.
“My learners enjoy cover-copy-compare because of

the reward system.”
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The learners of Mathematics Teacher 9 are active on
oral discussion. He uses it as an opportunity for his
learners to verbalize their thoughts. During the discussion,
the teacher asks questions on learners. He repeated the
question until most of the learners have answered the
question. This helps the learners to retain the knowledge on
their heads and share their thoughts and ideas to his
classmates.
“When my learners share their ideas, they help

other learners understand the lesson too.”
3.6 FAST DRAW
The teacher uses fast draw during the word problem
solving. Some of his learners have a poor reading
comprehension and this step by step procedure is a big help
for them to solve the word problem correctly.
“My learners who are poor in reading comprehension

can now solve a math problem, the same as my fast
learners because of fast draw.”
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Even with the lack of technological equipment in
teaching, Mathematics Teacher 9 see to it that he gives his
learners the experience of multiple representation during
the teaching and learning process. He uses guitar for
energizer with songs related to the topic for musically
inclined learners. He uses colorful visual aids for visual
learners and fun and games for learners who love to play.
All are part of the mathematics class and the learners learn
because their interest was touched by metacognitive
representation strategies.
“The teacher needs to be creative and resourceful

in multiple representation.
Based on the interview, the teacher said that the
strategies given are all effective and his learners improve
in a short period of time. But the improvement is not yet
enough to tell that the gap on learners’ numeracy skills
brought by the pandemic is already merged.
“The given strategies will fully be effective to

learners if it will be implemented throughout the
year.
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1. Profile
a graduate of Bachelor in Elementary Education and teaching
for more than 1 year. She is currently teaching in an IP
Mathematics Teacher 10 shared that the limited face to
face becomes difficult for her. Her learners cannot be able
to multiply and divide. She did her best to teach them and
focus on their numeracy skills but the time given for
limited face to face is not enough.
“The numeracy level of my learners were very poor

that I found a hard time catching up with what
they needed to learn because of the short span of
time.”
3. STRATEGIES
The set of IP learners of Mathematics Teacher 10 is
very few. She said that she identified the strength of her
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learners through a pre-test and daily observation. She found
out that her learners have different strength. Some are good
in word problems and some are fast in computing numbers. She
uses their strength in peer teaching and one-on-one tutorial
to their classmates.
“My 10 IP learners always do peer teaching, the

one who gets the most number of score in the pre-
evaluation always lead the peer teaching.”
The examples given to learners of Mathematics Teacher
10 is modified. Since she only has 10 learners, it is easy
to have one on one instruction during the teaching and
learning process. Different learners with different levels
are given different activities and all of those use schema
based instruction. The examples given were the things that
are available in the IP community. The word problems given
have scenarios wherein learners can relate on the situation
on the given problem to be solved.
“Instead of using apples, we use guava as examples

so that the learners can easily identify. I modify
the word problems in the module and give it to my
learners.”
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Learners with low scores on the evaluation redo their
activities right after the paper was checked. A short
discussion is again brought by the teacher while the
learners with high scores are given additional activity
which is harder than the previous one.
“Learners learn the lesson when they got to know

where they made a mistake or why are they wrong.”
Mathematics Teacher 10 uses the chalkboard in cover-
copy-compare. Based on the interview, this strategy is being
used on her IP learners in learning the multiplication
table.
“The learners master the multiplication table

easily using cover-copy-compare.”
After the critical thinking, Mathematics Teacher 10 let
her learners share their thoughts and ideas in class. They
present their activity and each learners are given the

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chance to explain how they come up with that kind of answer.
This let the learners be a little teacher to their
classmates, boost their confidence and easily memorize the
lesson or topic discussed.
“It is important that even as a group, each

learner is given enough and fair chance to share
their thoughts.”
3.6 FAST DRAW
According to Mathematics Teacher 10, fast draw is
widely used as a step by step procedure in solving word
problems. It is helpful to his IP learners since most of
them find a hard time to comprehend word problems.
“Fast draw serves as their guide in problem

solving, time will come that after they master
fast draw, I will challenge them to solve the
problem using their minds only.”
The teacher gives a lot of examples during the
discussion as she uses multiple representation. She also
uses differentiated instructions during the group activity.

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“My learners learn math more when we use different

examples.”
The teacher said that the strategies are effective to
his learners. They have improved compared to their level
during the first day of school. The teacher needs some more
months to merge the gap on the numeracy skills of young
learners.
“I think, on my class, I should be given at least

8 months to fully merge the gap on the numeracy
skills of our learners.”
1. Profile
Mathematics teacher 11 is 47 years old, female,
married, a graduate of Bachelor in Elementary Education and
teaching for more than 20 years. She is currently teaching
in a central school handling 36 learners.
According to Mathematics Teacher 11, the level of
numeracy skills of learners during the limited face to face

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is the lowest on her entire teaching career. Her learners do
not know how to multiply and divide and even very slow when
it comes to addition and subtraction. She focused on
teaching them about the four fundamental operations but the
time given during the limited face to face is not enough.
“Learners were very poor in mathematics; they were

even uninterested in learning.”
3. STRATEGIES
Mathematics teacher 11 used pre-test and daily
individual observation in identifying the strength of her
learners. She uses their strength in differentiated
activities to boost their interest and understanding.
“On the application part, I use differentiated

instruction and group my learners based on their
strength, needs and interest.
Mathematics Teacher 10 made her examples using common
things around the community as part of her schema based
instruction. She also let her learners give their own
example and own word problems to be solved by their

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classmates on the other group. According to her, schema-
based instruction is effective as it let learners picture
out the scene on how important is to solve a word problem
because it happens in real life.
“If you teach learners using schema-based

instruction, you also help them relate on the
lessons you teach.”
Learners of Mathematics Teacher 11 redo their
activities at home. After the remedial teaching, he let
learners answer the activity again at home with the help of
their parents. Parent serves as their math tutors and their
study habits at home developed.
“I let learners know every time their child got

low scores in mathematics. As I give them take
home activities, their scores improve the next
days.”
Mathematics Teacher 11 uses cover-copy-compare using
PowerPoint slides and pen and paper in cover-copy-compare.
According to her, it is effective in teaching math facts,
multiplication table and other basic equations. The class

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easily memorize the lesson as the activity requires
repetition.
“My learners love cover-copy-compare because at

the end of the activity, all of them will be able
to perfect what is on the slide. No matter how
fast or slow they are in finishing.”
As the learners of Mathematics Teacher 11 are given
equal chances to speak. They are also given equal chance to
verbalize their thoughts about a certain idea on their
lesson. They speak when they are answering their teacher’s
question, when they do peer teaching and when they have an
idea to help their classmates in group activities. The
teacher added that she gave rules on respecting everyone’s
ideas so that her learners aren’t afraid to speak.
“My learners share their ideas freely because they

know that even if they have wrong answers, their
classmates would still respect them and won’t
laugh at them.”
3.6 FAST DRAW
Mathematics Teacher 11 uses fast draw in teaching
children solve math problems. She said that when it comes to

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word problems, their learners’ scores are lower than solving
window cards in the four fundamental operations. When he
tried fast draw, most of her learners get the answers
correctly.
“Learners said that it is easier when they have a guide by
means of fast draw.”
On multiple representation, the teacher uses technology
based teaching and traditional teaching combination. This
helps learners as it gives a lot of examples and explanation
for them to learn. She has a video presentation on the
television while she uses chalkboard during the discussion.
She also uses the combination of digital and traditional
manipulatives as she teaches.
“We need to maximize our resources when we are

teaching. A combination of traditional and digital
learning is a must.”
The teacher said that the strategies helps her learners
improve in 4fs and word problems. Merging the gap n

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learners’ numeracy skills using these strategies may take
some more months.
“There is no such thing as instant learning and

instant math strategy. All of the said strategies
are effective but we need to give more time and
effort on learners to bridge the gap on their
numeracy skills.”
CHAPTER IV
Summary, Conclusions and Recommendations
Summary of Findings
1. Profile of the participants
Age
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Majority of the participants are 20-30 years old, two
are 35-40 years old and three of them are above 41 years
old.
Gender
Among the eleven participants eight (8) of them are
female and three (3) of them are male.
Highest Educational attainment
Most of the participants have units in MA, one of them
graduated Master of Arts in Education and two of them are
graduates of Bachelor in Elementary Education.
Number of years in teaching
In the length of service, most of the teacher
participants are in the service for 0-5 years, one (1) is 10
years, and three (3) are in the service for more than 20
years.
2. Experiences during the Limited Face-to-face
Based on the data gathered, the respondents have
different experiences during the limited face to face. Most
of them said that their learners have much lower numeracy
skills as compared to the level of pre-pandemic learners.

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Most of the respondents said that aside from the
numeracy level they also encounter problems during the
limited face to face such as limited time for class hours,
uncooperative parents, and irregular learners’ attendance.
3. STRATEGIES
Account on learners’ strength
Teachers identify the strength of their learners
through pre-test, one on one interview, talent show and
daily individual observation. In meeting the objectives of
the lesson, they discuss using the different strategies
covering the multiple intelligences that touches the
different strength and interest of their learners. During
the application, they use differentiated instruction and
group their learners based on their strength, interest,
needs and capacity.
Schema Based Instruction
Teachers use schema based instruction that can help
learners relate. Teachers teaching in central, non-central
and IP schools are using locally available materials as

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examples on their word problems and mathematical questions.
They modify stories, examples and word problems based on the
needs and interest and the place where they learners live.
This can help learners not only to relate on the given word
problem and examples but to teach them on the importance
problem solving in real life situations.
Redoing Activities with Low Scores
According to the data gathered, most of the mathematics
teachers redo the activities of their learners during the
remedial teaching. Some teachers have the learners redo
their activities with low scores as a take home activity
with parents as their personal math tutor. There are also
math teachers who give reward system using badges and prizes
to encourage learners with low scores to improve and correct
their work. According to them, giving learners a chance to
redo their activities helps learners realize their mistakes
on how they got the wrong answer and how they can correct
it.
Cover-copy-compare
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Mathematics teachers use cover-copy-compare using
chalkboard, PowerPoint slides and pen and paper. Some
teachers innovate cover-copy-compare like an interactive
activity on gameshows wherein most of the learners with high
scores will be rewarded. A reward system is also done to
encourage learners in doing the activity. Teachers said that
this strategy is effective in teaching math facts,
multiplication table and basic equations that learners needs
to memorize. This also is a fun activity on learners as it
makes them all with correct answers at the end of the
activity.
Verbalize Thought Processes
The teachers let the learners verbalize their thoughts
after their critical thinking. The learners shared their
ideas through oral discussion, peer teaching and
conversations during the group activities. Some teachers
shared that they created a classroom rule to respect and do
not laugh on each learner’s wrong answer so their learners
are not afraid to speak their ideas in class. Verbalizing

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their thoughts is a good strategy to boosts learners’
confidence and help them remember and memorize the ideas
they shared.
Fast Draw
Fast draw is used by mathematics teachers in problem
solving. According to them, it helps the learners,
especially those who are slow in mathematics, to solve the
word problem correctly using its step by step procedure.
Other teachers do not use fast draw as they encourage their
learners to use their minds in solving math problems without
the use of pen and paper.
Multiple Representations
Based on the interview, mathematics teachers use
multiple representation by giving different experience on
learners as they touch their multiple intelligences. They
also use a combination of technology-based and traditional
teaching. Multiple representation is used during review,
motivation, discussion and differentiated instruction in the
application.
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IMPLICATIONS OF STRATEGY TO THE TEACHING OF MATHEMATICS
Mathematics teachers state that their learners improved
using the given teacher’s strategy compare to their numeracy
level on the first day of school. They also said that the
strategies would be effective on merging the gap on
learners’ numeracy skills if it will be used throughout the
school year.
Conclusions
1. Most of the mathematics teachers are 26 to 30 years of
age, female and with units in Master of Arts in Education
and are teaching from 0 to 5 years.

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2. Teachers find a hard time to teach the subject because
most of their learners have lower numeracy level as compared
to their learners before pandemic and because of the very
limited time allotted to face-to-face classes. They also
mentioned that parents are uncooperative and learners’
attendance are irregular.
3. Mathematics teachers considered each strategy such as
account on learners’ strength, schema based instruction,
cover-copy-compare, redoing activities with low scores,
verbalize thought processes, fast draw and multiple
representations effective on different kinds of learners.
4. Gaps are reduced when teachers regularly employ these
strategies all throughout the year.
Recommendations
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1. School Head should motivate teachers to use technology-
based and traditional teaching in improving learners’
numeracy skills.
2. School Head should include in their AIP a collaboration
of teachers, parents and learners in the attainment of
numeracy skills improvement of Grade 3 learners during the
School Year 2022 – 2023.
3. School Head should initiate the conduct of in-service
training for the strategies to be demonstrated and exercised
by the teachers specifically: account on learners’ strength,
schema-based instruction, cover-copy-compare, redoing
activities with low scores, verbalize thought processes,
fast draw and multiple representations.
4. The School Heads, in collaboration of the teachers,
should include in the curricular planning and enhancement
the employment of these strategies throughout the school
year.
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Interview Guide
1. What are your personal characteristics describing as to

the following:
1.1 _________age;
1.2 _________Gender;
1.3_________highest Educational attainment; and
1.4_________Number of years in teaching?
2. How do you describe your experiences in teaching

mathematics during limited face to face?
3. As a mathematics teacher, how do you describe your

strategies in merging the gaps brought by the pandemic in
the numeracy skills of younger learners?
3.1 account on learner’s strength
3.1.1 How do you identify learner’s strength?
3.1.2 How do you teach mathematics considering your
learner’s strength?
3.1.3 How do you evaluate learner’s progress?
3.1.4 What are the challenges you encounter?
3.1.5 How do you give solution on the challenges?
3.2 schema-based instruction

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3.2.1 How do you illustrate mathematical problems to
learners?
3.2.2 How do you evaluate learner’s progress in the
use of schema-based instruction?
3.2.3 What are the challenges you encounter in
schema-based instruction?
3.3 Redo activities with low scores
3.3.1 What are your strategies in redoing activities
with low scores?
3.3.2 How do you evaluate learner’s progress in the
redoing activities with low scores?
3.4 cover-copy-compare
3.4.1 How do you engage learners in copy-cover-
compare strategy?
3.4.2 How do you evaluate learners’ progress in the
use of cover-copy-compare?
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3.4.3 What are the challenges you encounter in the
use of cover-copy-compare method?
3.5 Verbalize thought processes
3.5.1 How do you encourage learners to verbalize
their thoughts?
3.5.2 How do you evaluate learners’ progress in
Mathematics through the words they say?
3.5.3 What are the challenges you encounter in
letting learners evaluate their thoughts?
3.6 Fast draw
3.6.1 What are your tactics in fast draw instruction?
use of fast draw instruction?

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3.7 Multiple Representation
3.7.1 How do you use multiple representation in
teaching Mathematics?
use of multiple representation?
4. What do you think are the implications of these
strategies to the teaching of Mathematics?
Bibliography
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Cutler, D. (2015, August 6). International Literacy
Association. Retrieved from www.literacyworldwide.org:
http://www.literacyworldwide.org/blog/literacy-now/2015
/08/06
Danso, A. a. (2018). Examining the Physical Environment of
Ghanaian Inclusive Schools . International Journal of
Inclusive Education, 188-208.
Kurukkan, G. &. (2015, August 18). Retrieved from
eric.ed.gov:
http://files.eric.ed.gov/fulltext/ED560266.pdf
Layug, V. C. (2021). Teacher's Intervenion in Improving
Numeracy Skills of Grade 7 Students in Baguio City
National High School. 4th International Conference on
Advanced Research in Teaching and Education, 20.
Machera, R. P. (2017). Teaching Intervention Strategies
that Enhance Learning in Higher Education. Retrieved
from http://files.eric.ed.gov/fulltext/EJ1143759.pdf
Matthew, L. (2019, October 15). Types of Classroom
Intervention. Retrieved from The Edvocate:

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http://www.theadvocate.org/types-of-classroom-
interventions/.
N.E, H. &. (2014). Parental School Involvement and Student's
Academic Achievement: Pragnastics and Issues. Current
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allowing-test-retakes
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ARAULLOUNIVERSITY

The Problem and Review of Related Literature

Today’s reality shows that the need to recover

learning due to the problems brought by the pandemic is

recognized. The so-called New Normal in Education has hit

the biggest impact in mathematics, causing the learners’

numeracy level to decrease specially on younger ones.

Schools were increasingly dependent on families to

facilitate instruction (Harris, 2021). Early instruction

typically includes a lot of work with manipulatives and

practice physically, representing foundational concepts

which unfortunately has a lot of learners without strong

internet connection, gadgets and educational equipment

doesn’t experience during the new normal.

Meanwhile, after two long years of distance learning,

face-to-face classroom set-up is coming back little by

little in most schools in the Philippines. Teachers can now

have full access to support learners in developing their

ability to solve problems, reason mathematically, and

connect the mathematics they are learning to the real world

Since children have loss basic numeracy skills in low-

and middle-income countries, learning losses to school

closures have left up to 70% up from 53% during pre-

pandemic, (UNICEF,2022). Teachers going beyond ‘back to

normal’ have a mission to recover learning and merge the gap

in all aspects of education, including the numeracy skills

Four months ago, the researcher finally met her

learners inside the classroom, particularly at Ligaya

Elementary School, Ligaya, Gabaldon, Nueva Ecija. In the

very short time she spent during the limited face-to-face

set-up, she saw the problem on the numeracy skills of her

grade three learners. Compared to the learners she had

during pre-pandemic, this set of learners has lower numeracy

level. They were also the one who experienced modular

distance learning from Grade one to mid-grade three causing

them to be unmotivated and have lower self-esteem during

mathematics class. Thus there is a need to merge the gap on

pupils’ numeracy level not just in Ligaya Elementary School

but in Gabaldon District as a whole. Likewise, this study

has been chosen by the researcher as per United Nations

Relief and Works Agency (UNRWA) states that “Numeracy, like

literacy, is key for students to access and make sense of

their world. Being able to quantify and measure their

environment in different ways will help them make wiser

judgements about the kind of actions to take in their

lives.” This topic is very timely to merge the gap in the

numeracy level brought by the pandemic and to go beyond

‘back to normal’ with learners ready to learn and teachers

ready to teach. As, if we cannot help overcome this problem

today, our whole country will suffer in different ways in

Review of Related Literature and Studies

Mathematics literacy is a wide range of knowledge,

understanding and appreciation of what mathematics can

accomplish rather than implying knowledge of various

branches of mathematics or complex mathematical formulas.

According to the Journal of Physics: Conference of Series,

“mathematics literacy is the ability to understand and apply

basic knowledge of mathematics in everyday life”, which

means it entails comprehending and combining mathematical

core concepts, terminologies, facts, and skills in response

to the external situation’s requirement of the real world,

Layug, Velario, Capones (2021). It offers students job