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COVID-19 has imposed changes to the educational system shifting from conventional classroom setting to online learning. Assessing students’ proficiency with technology and expectations for online learning are vital for their success. Hence, this study explores the perceived proficiency with technology and online learning expectations of graduate students employing descriptive-correlational design. The study utilized survey questionnaires to examine their proficiency with technology and expectations for online instructor, course content, social interaction and course navigation. The findings suggest that the graduate students are proficient with technology. Likewise, the data gathered revealed that students have a very high expectations for online instructor, course content and social interaction. In addition, there is a moderately high expectation as to course navigation. Moreover, a significant relationship exists between proficiency with technology and online expectations of graduate students. Bridging the gap between students’ expectations and the actual experiences offered to them play a crucial role in ensuring that teaching and learning outcomes are achieved. Intensive understanding and awareness of their expectations could aid higher educational institutions in planning, designing and modifying online courses that responds to students’ needs. It is recommended that the sources of expectations be further explored.

Developing a creative individual is one of the goals of the mathematical education system. Mathematical creativity is viewed as a product and a process. Likewise, this varies among individuals. The current study focuses on creativity in mathematics, particularly in problem-solving of the pre-service mathematics teachers in a state university in Laguna. The researchers attempted to describe the level of mathematical creativity of these pre-service teachers based on its different domains: fluency, flexibility, and originality. To measure the level of mathematical creativity of the pre-service teachers, they solved a set of non-routine problem-solving tasks presented to them. It revealed that this group of pre-service mathematics teachers have a moderate level of fluency and flexibility but a low level of originality. This finding means that they followed step-by-step solutions to derive the correct answer to the problem. However, they tend to stick to the same and usual strategies to solve the problems. This further showed that the overall level of mathematical creativity of the respondents is moderate. Findings reveal that age has no significant relationship with the level of mathematical creativity. At the same time, academic achievement significantly relates to fluency and originality as mathematical creativity measures. It is found that males and females do not significantly differ in their level of mathematical creativity. Thus, it is firmly believed that mastery of various mathematical concepts and applications of different problem-solving strategies has yet to be developed among pre-service teachers in order to attain higher levels of mathematical creativity.

The study used the descriptive design to explore the students' mathematical creativity in terms of fluency, flexibility and originality in solving six non-routine problems. Thirty (30) participants chosen using stratified sampling from 123 Grade 10 students, were asked to solve six nonroutine problems. In each of the three sessions, two problems were answered by them, after which they were asked to write a journal about their experiences in solving a problem and then they were interviewed. Solutions of the participants which succeeded by an interview that were interpreted using validated rubrics described their mathematical creativity in terms of fluency, flexibility and originality. Results show that students may be described as "moderately creative" in all three components fluency, flexibility, originality. Likewise, the over-all level of mathematical creativity in solving nonroutine problems is moderately creative. Consequently, the researchers derived pedagogical implications to improve the mathematical creativity of students.

Developing students’ mathematical skills requires both procedure and reasoning. However, the declination of possessing these skills is still evident today. Hence, this study aimed to describe the students’ procedural fluency in terms of accuracy, flexibility, and efficiency and written adaptive reasoning in terms of explanation and justification in solving open-ended problems. The study employed descriptive-correlational design through purposive sampling of thirty students from a National High School in Laguna, Philippines. The quantitative data revealed that in procedural fluency, students can quickly submit a complete solution leading to correct answer. However, they fail to provide two or more solutions in solving open-ended problems. The results also showed that students can clearly explain the problem but struggle to justify their solution. Moreover, procedural fluency is positively correlated to their adaptive reasoning. Consequently, students with an average level of mathematical achievement scored significantly higher than those at a low mathematical level in terms of flexibility. Pedagogical implications suggest that problem-solving activities for students should not solely focus on getting the correct procedures and answers. Further, it is recommended that teachers should expose students in open-ended problems and allow them to try and justify their own unique solutions irrespective of their mathematical achievement.