Abstract
The study determined the intervention activities of elementary Mathematics Teachers implemented during the new normal. A descriptive design was utilized to conduct the study. Elementary Mathematics teachers from Grade 1 to Grade 6 level, with a total of 158, became the participants in the study. In data collection, the researchers utilized the survey checklist that was distributed face-to-face among the teacher participants. Likewise, Google Forms were also used to give a chance to others who chose WFH due to health issues. Data collected was analyzed, evaluated, and interpreted using the primary frequency distribution. Based on the findings on the frequency distribution of mathematics teachers who have implemented intervention activities in terms of improving teachers’ competence, conducting FGD ranked first at 35%, followed by conducting LAC at 34%. Then, the Intensifying mentoring/coaching of MTs ranked 3rd, with 39 teachers utilizing it, and Attending Online Webinars in Teaching Strategies ranked 4th. However, some of the challenges met by Math Teachers in the implementation of intervention activities in terms of assessing the performance of learners include the irregular attendance of pupils during online drills, lack of interest/motivation of learners, unavailability of gadgets, and lack of communication to guardians due to some priorities. Findings revealed the following conclusions: Intervention activities are vital in the implementation of new learning modalities, specifically in modular distance learning. Intervention activities should consider the following factors/consideration for their effectiveness: assessing the performance level of learners, reducing the number of non-numerates, and improving teachers’ competence. Moreover, in the implementation of such intervention activities, teachers met several challenges/concerns.
