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This study explored the learning progression in Algebra of students from a cohort perspective and individual perspective. Utilizing the cross-sectional and longitudinal research methods and employing the Rasch measurement modeling, the progress in the Algebraic performance of the 592 students (Grade 8, Grade 9 and Grade 10) in a school division in the Philippines was examined four times in around one academic year. Analyses revealed that the students only have a low level of performance in Algebra. Through the Rasch analysis, there was a progress in students' Algebraic performance from a cross-sectional perspective. Their ability estimates increased with the grade level. The performance of the students also developed from the individuals' perspective. More students displayed progress while some retrogressed in their performance in the algebraic test. Moreover, from an individual perspective, the algebraic students' performance developed over the period in all grade levels. There is also an increase in the mastery of the students in the different tasks in the test. The answers of the students are dependent on their ability, as predicted from the Rasch model.

Concern about teaching problem solving and mathematical thinking has paved way for the development of a writing-to-learn approach in math. This study explored on college students’ experiences in solving worded math problems, and the use of journal writing as a strategy in solving problems. The students’ experiences as seen in their journal served as the baseline data in the study. In making the journals, the students focused on key words, relationships, processes and lessons learned through writing statements, procedures and self-assessment. Findings of this study showed that students’ dispositions towards solving worded problems were altered with the use of writing and portfolio as their output. Based on the portfolios, the manner the students solve worded problems was anchored on three main processes, namely: identifying known and unknown variables, performing operations and algebraic methods, and writing reflections. In this study, students were required to do a lot of writing in their problem - solving activities. The use of journal writing in solving worded math problems is highly recommended because it is essential for independent learning, improving communication skills, approach for self–assessment, and it is an interactive activity that serves as a tool for teachers to assess students’ learning.

<span lang="EN-US">This study focused on the faculty members’ readiness to use flexible learning at a state university in the Philippines. There were 547 faculty members from all levels completed an online survey questionnaire using the descriptive research method. The faculty members are ready regarding the availability of IT tools and internet connectivity. Still, they are not so much prepared as to their knowledge and competence on using flexible learning. The majority have wireless connections but are considered intermittent. Most of the faculty members use books as their teaching materials. Only very few have learning materials like modules, worktexts, manuals, and workbooks. Most of them are still oriented to face-to-face communication with students and are not familiar with the other equally responsive pedagogies requiring less data usage, or no data usage. Many faculty members have tried using online learning delivery modes, but they are still not confident using them. They have little knowledge about learning management systems and are moderately competent in using them. Based on the findings is the capability-building program which was already implemented and sustained.</span>