This paper investigates the concerning decline in numeracy skills among students entering post-secondary institutions following the COVID-19 pandemic and proposes key strategies for faculty to address this issue. The pandemic-induced disruptions in education, including prolonged remote learning and reduced face-to-face instruction, have significantly impacted students' mathematical competencies, posing challenges for higher education institutions. Through an analysis of recent studies, surveys, and academic performance data, this paper outlines the extent of numeracy deficiencies and their implications for student success in post-secondary education. The paper identifies effective remediation strategies, such as implementing diagnostic assessments, offering targeted math support programs, integrating numeracy skill development into various disciplines, and fostering collaborative learning environments. Additionally, it emphasizes the importance of faculty development programs to equip instructors with the tools and techniques necessary to support students struggling with numeracy. By adopting these strategies, post-secondary institutions can better prepare students for academic and professional success, ultimately bridging the numeracy gap exacerbated by the pandemic.

Keywords: Post-pandemic, admission, intake quality, student performance.