The world has been shaken by the advent of the COVID-19 pandemic, which has resulted in a dramatic loss of human life and poses an unprecedented challenge to almost all aspects of life, and the Philippines has not been an exception to these challenges. As a result, this deadly situation has flipped the offline teaching process and paved the way towards online-based teaching. This study was conducted to determine the perceptions and experiences of teachers in the remote areas towards online teaching.   This study employed a cross-sectional explanatory research design and the analyses reveal that respondents with "high" technological proficiency are more likely to have a "positive" attitude toward online education whereas respondents with "poor" technological skills are more likely to have a "negative" attitude toward online learning. This strongly suggest that educational leaders may venture on training teachers on how to develop their technological knowledge and skills since it has a significant impact to their attitude towards online teaching. Moreover, further analysis also reveals that the relationship between teacher-respondents’ perceptions towards online teaching and their technological knowledge and skills was statistically significant. It is also recommended that training in online teaching needs to be provided to teachers to widen their understanding of online teaching.

This study was conducted to determine the digital and technological skills of the teachers using the TPACK framework. Methods: This study employed a cross-sectional explanatory design to determine the technological competence of 196 teachers in a state university in the Philippines. Findings: Results of the study show that the respondents have very high pedagogical and content knowledge. This reflects that the teachers demonstrated mastery of content and well-versed of various methodologies and approaches that they used in their teaching. Further analysis also reveals that those teachers who have a very high level of technological competence also have a high level of technology acceptance. Auxiliary to this, teachers who have high technological competence perceived that using technology was highly acceptable. Conclusion: This research suggests that educational institutions should continue to conduct intensive trainings and technical support among teachers to further develop their technological skills so that they will become wellversed in using technological tools which are indispensable during online learning.

The great misconception about mathematics is the notion that mathematics is about formulas, solving word problems, and doing computations. Hence, it is the impetus for this study to explore why so many students havedifficulty learning mathematics. To achieve this goal, this study focuses on why so many students keep making the same errors over a long period of time. Generally, among the errors committed by the students in solving word problems, it was found out that students usually made encoding errors. These errors were the result of carelessness, rushing through a problem or misreading a problem. These students correctly work out the solution, but cannot express this solution in an acceptable written form.Moreover, this study stresses that one of the foremost problems encountered by the students was their inability to understand the language used in mathematics, which is English. For some students, mathematical disability was a result of problems with the language of mathematics. Students had difficulty in understanding mathematical terminologies which normally were not used outside the mathematics lesson. Furthermore, lack of comprehension of the students in algebraic expressions concepts and operations leads to an error in translating mathematical phrase into mathematical symbol. This was due to insufficient understanding of mathematical expressions and poor skills in mathematical translation. The conclusions drawn from this investigation strongly justify the needs for mathematics teachers to give more emphasis on students learning in mathematical concepts. They must also need to be empowered in order to help the learners to be conversant in the mathematical language. The study has demonstrated that mathematical language plays a vital role in learners comprehension of word problems, hence the language that is used in mathematical word problems needs to be taken into cognizance.

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