Abstract
Teaching and learning are facing previously unheard-of difficulties and changes as a result of the introduction of the "new normal" in education, which is defined by the integration of digital technology and distant learning modalities. The purpose of this phenomenological study is to investigate and comprehend the real-world experiences of math teachers navigating the challenges of the "new normal" in education in the District of Amadeo Division, Cavite Province. The study will employ a qualitative phenomenological research approach to gather data from district mathematics instructors through in-depth interviews and focus groups. The goal of the study is to learn more about the subjective experiences, perspectives, and difficulties these educators have had adjusting to the shift to online and remote learning modes. By exploring the lived experiences of mathematics teachers, the study aims to provide important insights into the strategies and support systems needed to enhance the quality of mathematics education in the current educational landscape. The research will focus on key themes such as the implementation of technology in mathematics instruction, the impact on student engagement and learning outcomes, the effectiveness of professional development initiatives, and the emotional and psychological aspects of teaching in the "new normal." The findings of this research will contribute to the existing body of knowledge on the challenges and opportunities presented by the "new normal" in education, particularly in the context of mathematics teaching. Additionally, the study may inform educational policymakers, school administrators, and teacher training programs in developing targeted interventions and support mechanisms to address the unique needs of mathematics educators in the evolving educational environment.
