Abstract:
After about two years of emergency remote teaching during the pandemic, the teaching of mathematics is slowly returning
to (what used to be called) normal. However, after the period of mostly teaching online, there is uncertainty about the extent
to which we will return to the way we were teaching before. In this survey paper we attempt to give some background to the
impact that emergency remote teaching may have had on teaching mathematics. We examine the possible social implications
and then focus on the changing mathematics classroom, focusing on the actual mathematics curriculum, learning design
and assessment, the role of collaborative activities and social media, educational videos, and the role of family and parents
in future. There are indicators from the literature that educators may not return to the traditional way of teaching entirely,
especially in secondary and higher education. We conclude with describing some possible new research areas that have
developed through emergency remote teaching, including online education for younger learners, local learning ecosystems,
the role of family and parents, instructional design, and the mathematics content of curricula.
