Abstract
Examples of the impact of the pandemic on mathematics education and the diversity of responses generated in the Latin American region are described through 20 cases and 2 reflections (from ethic and dimensions of curriculum) from 14 countries. The cases describe specific contexts and approaches generated in four areas of mathematics education: gener- ating and using resources; mathematics teacher education, the family-school relationship, and the adaptations of extra-curricular activities. From these contributions, we can infer
three implications considering the limitations, characteristics of the adaptations and lessons learned. Firstly, that the use of digital technologies, to maintain communication between students and teachers, is generating new ways of thinking and representing mathematics to be learned and about the contexts in which it has to be learned. Second, teacher trainers are articulating new initiatives in initial teacher education in response to the need of mathematics teacher’s technological training. Finally, the need to take into account issues of equity and social justice in making mathematics education for all.