Prospective primary school teachers’ work in the course of didactics of mathematics during emergency remote teaching

The emergency remote teaching implemented in various ways during COVID-19 global pandemic brought many challenges. The knowledge gained could be beneficial for regular and online prospective teachers’ education. In this presentation, we present analysis of students work in online exercises during emergency remote teaching. Content analysis coupled with the MATH taxonomy provided powerful tool for categorizing students answers and classifying questions in mathematical tasks. Students approached the assignments strategically, relying heavily on peer support. We discuss how the results of our study can affect the design and assessment in the course. For example, online assignments for students, with individual feedback and synchronized with the course content, as means of continuous formative assessment, could complement lectures into a blended learning environment.