Abstract
This study aims to present and analyze thematically the experiences of mathematics teachers in the implementation of modular distance learning in the first year of its implementation. Using transcendental phenomenology, twenty-two basic education mathematics teachers were involved in the study. Teacher-participants were purposively selected taking into consideration their mathematics teaching loads during the time of the COVID-19 pandemic. A top-down approach to thematic analysis was utilized in the analysis of data. Results of the analysis show that communication and mobility, as well as the content of the instructional modules, are the two categories considered by the mathematics teachers as challenges in terms of preparations while monitoring of learning and limited knowledge of students’ family members on the topic provided in the modules are the challenges in terms of learning delivery; and late and incomplete submission of students’ outputs are the challenges in terms of learning assessment. Several coping strategies and practices were emphasized such as doing home visitation, translation of modules in Tagalog language, creation of online group chats, tutorial sessions, provision of supplementary video materials, among others were identified by the participants. Finally, this study highlighted the characteristics of teachers as facilitators of learning, motivators, innovators, risk-takers, communicators, and technologists
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