Math and Equity in the Time of COVID: Teaching Challenges and Successes

Background: This article describes teachers’ equity concerns related to teaching mathematics online as a result of the COVID-19 pivot online/distance-based instruction. restrictions forced creation virtual education contexts that magnified existing issues access technology and challenges providing inquiry-based, student-centered Methods: study took place under conditions promulgated by pandemic. Nine teachers agreed share their observations experiences with sudden switch online. Our methods included two open response surveys. We qualitatively analyzed responses from surveys, coding for priori, emergent themes (Charmaz, 1995; Emerson et al., 2011). Findings: The results indicate our participants experienced students families struggling effectively engage education, shared practices tools they found most least helpful in enacting equitable Contribution: work sheds light on how skilled caring leveraged prior experiences, collegial support, technological meet brought transition pedagogy.