Teachers’ Instructional Adjustments in Face-to-Face Mathematics Classes: Basis for Faculty Development Program

Mathematics education fosters critical thinking and problem-solving, but the COVID-19 pandemic disrupted learning, forcing a shift to online instruction. This transition exposed disparities in technology access and teacher preparedness. This study aimed to examine the instructional adjustment used by mathematics teachers in their teaching during in-person sessions, focusing on their effectiveness in satisfying curricular objectives and student needs. It was created to provide direction for a faculty development program and to determine the most effective methods for enhancing student learning. Employing a convergent parallel design methodology, 29 mathematics educators selected for the study via survey questionnaires and interviews collected both quantitative and qualitative data. The results indicated that the changes made to the instruction did not affect demographic characteristics such as age, gender, or years of service. Teachers emphasized five main areas: curriculum and planning, assessment and reporting, learner diversity, learning environment, and topic knowledge and pedagogy. Adjustments were implemented to ensure alignment between curricular objectives and instruction, to promote inclusive classrooms, to use innovative teaching practices, and to meet the diverse needs of students. Some different assessment techniques were used to keep track of the student's progress. The study found that it was essential to make modifications to teaching practices to enhance mathematics education and address learning issues. Educators need systematic professional development to enhance their skills, no matter how good their current methods are. The paper recommends that a faculty development program be put in place to ensure that mathematics instruction is flexible and of high quality, while also offering useful training and allowing ongoing professional growth.