Effects of the Pandemic on Ecuadorian Mathematics Education. Perception of active teachers

Abstract

The objective of this study is to present experiences and perceptions of active mathematics teachers about the effects of the pandemic on mathematics education, with the aim of identifying categories that may emerge from this context. The teachers participated in a focus group where they explained, based on previously prepared questions, what happened in the pandemic caused by COVID-19 in Ecuador. The report developed has served to analyze results from critical mathematics, evidencing marked differences in the educational processes provided in the public and private sectors; in the urban and suburban areas. It is concluded that the pandemic made social inequality in Ecuador visible evidenced by problems of access to technology, economic and family situation, among others; highlighting the creativity and ingenuity of the teachers to not stop teaching, in addition to the positive way of seeing reality, convinced that they did a good job and that the students have learned mathematics; although they have doubts about their development in subsequent events such as entering university.