Back to the Basic: Numeracy Intervention Strategies in the Post Pandemic Year 2022

Abstract

This study focused on the techniques that educators employed to raise students' numeracy proficiency in elementary school mathematics after the epidemic. Eight math teachers from the Daliaon District participated in the study. As a way to collect data, the participants were chosen at random for in-depth interviews with guiding questions. After applying thematic content analysis, it was discovered that teachers had implemented explicit instruction and math drills as intervention measures. But the study also found that obstacles such as lack of resources and time constraints prevented teachers from putting intervention ideas into practice. These limitations made it more difficult for teachers to build students' skills in a thorough and interesting way. The study's insights were that offering teaching resources and placing a strong emphasis on time- bound sessions can help teachers carry out intervention.