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The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1 8 million infections globally by 13th April, 2020 Zambia became one of the many countries globally that has prematurely closed all schools This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV © 2020 by the authors;licensee Modestum LTD

The integration of ICT in formal teaching and learning environments has become more and more relevant along the last decades. However, its use in the mathematics classroom seems to be still far from initial expectations. This paper shows the results from a research conducted to get some insight about such a gap by analyzing the relationship between pre-service primary teachers’ teaching styles in teaching and learning mathematics and their attitudes towards the use of technology in mathematics classrooms. Analysis of Variances and step-wise multiple regression analysis were performed over the data provided by one hundred and sixty three participants by completing survey questionnaires. The results indicate that pre-service teachers’ year of study has no significant impact on the integration of ICT in the teaching and learning of mathematics while teaching styles and gender do have. Furthermore, age, gender and teaching styles are capable predictors for the construction of the regression model and it is deduced that teaching styles have a predictive ability on the integration of ICT in mathematics classrooms.

Digital learning has reshaped education in many ways. The purpose of this study is to respond to the question of whether COVID-19 is the gateway for digital-learning in mathematics education. To this end, this study explores some uptakes of social media platforms by prospective secondary school teachers. Data was collected from 102 prospective mathematics teachers from the Copperbelt University (CBU). Cluster analysis approach was used. Results revealed that participants’ scores for digital learning in mathematics in cluster 2 were higher than those in both cluster 1 and 3. This is a clear indication that prospective teachers in clusters with low scores are more likely to exhibit low skill levels in the use of mobile technology and the adoption of social media in relation to mathematics pedagogy during the COVID-19 crisis. Results show different patterns. However, overall results show that digital learning could be a positive response to COVID-19 closure period.