Author

Ethel Chrisia M. Cejano-Vanguardia*
Cebu Normal University, Cebu City, Philippines

Abstract

What happens when mathematics teachers, often reliant on interaction, structure, and immediacy, are suddenly thrust into isolation and uncertainty? This study explores that question by meta-synthesizing qualitative research on the lived experiences of basic education mathematics teachers during the COVID-19 pandemic. Drawing from studies conducted between 2020 and 2022, the research uncovers a complex landscape of disruption and transformation across online, modular, and blended learning environments. The findings reveal profound challenges, including technological constraints, intensified workload, diminished student engagement, and fractured communication in the absence of face-to-face instruction. Yet, within these constraints emerged unexpected opportunities: teachers reimagined pedagogy, embraced digital innovation, and cultivated adaptive, student-centered practices. More than a narrative of struggle, this synthesis highlights resilience, manifested through collaboration, continuous professional growth, and emotional endurance. By weaving together these global experiences, the study offers deeper insight into how crisis reshapes teaching and learning, and how educators rise to meet it. Ultimately, it provides a compelling foundation for rethinking mathematics instruction and strengthening educational systems in the face of future disruptions.

Keywords: Meta-synthesis, mathematics education, teacher experience, COVID-19, distance learning, pedagogical innovation.

*Corresponding author/ Email: ethelchrisiac@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502986

Recommended citation:
Cejano-Vanguardia, E. C. M. (2026). Basic education mathematics teachers’ experiences during COVID-19 pandemic: A meta-synthesis. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1408-1421. http://doi.org/10.69651/PIJHSS0502986

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