Rural vs Urban: Teachers' Obstacles and Strategies in Mathematics Learning During COVID-19 Pandemic

Abstract

During the pandemic of COVID-19, numerous problems arose in education and some strategies are necessary to tackle the problems. This study adopted a qualitative approach to investigate teachers’ problems in mathematics learning from rural and urban areas and how they solve them. The findings of the study revealed that motivation, productivity, and activity becomes the main problems of the teachers. Besides, accessibility also poses a problem for teachers in rural areas. Several strategies were implemented to solve the problems including the utilization of technology, communication with families, providing flexibility, reducing the number of tasks and quizzes, and peer teachings. Their differences are discussed.