The Abrupt Transition to Online Mathematics Teaching Due to the COVID-19 Pandemic: Listening to Latin American Teachers’ Voices

Abstract

This study explores the way in which a group of Latin American mathe matics teachers cope with the abrupt integration of digital technology into their mathematics teaching caused by the COVID-19 pandemic, which began in 2020. The study gives voice to mathematics teachers who have experienced first-hand the digital transition caused by the pandemic. Through an open survey of 179 mathe matics teachers from different Latin American countries, teachers are asked how they adapted their mathematics lessons to the new context, how they felt in this transition, and if they received associated material support or guidance. The ques tionnaire recognises teachers’ knowledge and experience by asking them about sug gestions or recommendations to other colleagues who are experiencing the same digital transition. This study contributes to broadening our knowledge about the way mathematics teachers deal with the integration of technology in their teaching practices, particularly in situations where such integration is imposed.