Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

Summary: The study investigates how teachers from France, Israel, Italy, and Germany managed their teaching activities during the COVID-19 lockdown. Through qualitative analysis of teachers' responses, four main challenges were identified: supporting student learning, developing assessment, inclusive teaching, and fostering mathematical processes. The study also discusses the values that motivated teachers to adapt their teaching methods during lockdown and provides recommendations based on the findings.