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Research literature on the role of mathematics teachers during the COVID-19 crisis shows that teacher preparation for emergency situations is required. In reporting on this exploratory study, we present and analyse lesson plans created by seven future teachers for mathematics classes during the pandemic. Data were collected between April and October 2021 from 16 four-hour class sessions in a Mathematics Degree Program at a public university in Medellín, Colombia. The notion of Humans-with-Media and the Learning by Expanding theory were used as frameworks to understand what roles prospective mathematics teacher (PMTs) assign to technologies for teaching in pandemic conditions. The PMTs’ uses of technology for teaching mathematics during a pandemic were categorized. The results show that technology was used to reorganize and reproduce mathematics teaching practices. This report addresses the impact of technology on the activity system, and we conclude with a discussion of opportunities and limitations of students’ conceptions about teaching and technology during a pandemic.

Este artículo analiza la participación de un conjunto de profesores en una sesión de modelación matemática en un espacio de formación online. La participación se estudió a partir de la visibilidad, la interactividad, las interacciones y las contribuciones. El análisis se centró en las acciones, los roles y las voces de los docentes cuando se comprometieron con las maneras de usar la modelación y reflexionaron en torno a su conocimiento de este proceso. El estudio fue cualitativo. Se propusieron tareas en colectivos de profesores de manera sincrónica y asincrónica, para lo cual se usaron las plataformas Moodle y WizIQ, y la herramienta Google Drive. A partir de este estudio se reconocieron características de una comprensión más amplia de la participación que trasciende la atención en la visibilidad, y se enfoca en las acciones, las relaciones entre los sujetos, los recursos y el contenido involucrado en esa participación. Se concluye que para promover una participación con mayor contenido en ambientes online, es preciso generar diferentes experiencias con relación al conocimiento.

This document presents a literature review that analyzes the articulation of modeling and digital technologies in the field of Mathematics Education. The review aims to find evidence of the use of digital technologies in modeling processes and how these practices can change some ways of working with students in the classroom. The results show, on the one hand, different roles that technology plays when it is articulated to a modeling process (as a resource in the process or as a means that reorganizes the process) and the uses given to diverse technological tools in the empirical studies analyzed. The findings present a new category that extends the classification of technologies and suggest the need to expand both theoretical and empirical research to get a better understanding of the impact of digital tools in modeling processes. In addition, the findings draw attention to the inclusion of mobile devices in future studies.