The study attempted to determine the challenges, coping strategies, and practices of tertiary mathematics teachers in preparation, facilitation, and assessment and evaluation of learning during the COVID-19 pandemic. Using phenomenological approach of research, 10 mathematics faculty of institute of higher learning participated in the study. Based on the result of this study, mathematics teachers faced a lot of challenges in terms of learning module, strategy in teaching, time constraints, and multiple preparations. Likewise, the study was able to show that there is a problem when it comes to internet connectivity resulting to communication gap between teachers and students. However, on the top of these challenges, teachers’ quality and commitment are more visible. Several coping strategies were identified such as utilization of technology and teaching tools, bridging the communication gap through online (verbal and chat). Teachers also ensured that instructional materials are prepared ahead of time. They also provide varied instructional assessment to cater individual learning capability of the students as well as they establish conducive and enticing online classroom environment where materials are already installed.
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