Abstract
This study explores the way in which a group of Latin American mathematics 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 mathematics 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 questionnaire recognises teachers’ knowledge and experience by asking them about suggestions 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.
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Acknowledgments
We express our warmest thanks to the mathematics teachers who answered the questionnaire that served as the basis for this study.
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Appendix: Questionnaire Given to the Mathematics Teachers Who Participated in the Study
Appendix: Questionnaire Given to the Mathematics Teachers Who Participated in the Study
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The educational system(s) where you work, is it public or private?
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Indicate the educational levels in which you work
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Do you have internet access at home?
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Before the health emergency and the suspension of face-to-face instruction, was it usual for you to use digital tools in your courses? If your answer is yes, indicate which ones you used.
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Were you instructed to change to the online teaching format? If your answer is yes, from what authority did you receive the instruction?
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Upon receiving the instruction, was any digital tool provided to you to develop your work? Did you receive support on this respect?
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How did you adapt the mathematical content and its approach to the virtual format? How long did this take?
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Describe your mathematics lessons in the virtual environment.
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Specify the digital tools that you currently use with your students to develop your courses.
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How do you feel about the transition from face-to-face to online mode of instruction?
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What suggestions or recommendations would you make to other colleagues who are undergoing the same digital transition?
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Aguilar, M.S., Esparza Puga, D.S., Lezama, J. (2022). The Abrupt Transition to Online Mathematics Teaching Due to the COVID-19 Pandemic: Listening to Latin American Teachers’ Voices. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-031-05254-5_13
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