Abstract

This study investigates the implementation of remote teaching activities in mathematics classrooms during the COVID-19 pandemic in Chile, a country known for its educational market model, which has led to socioeconomic segregation among schools. The outcomes of remote teaching and the challenges faced by teachers in this context are explored. By considering different school types within the Chilean education system, a comparative analysis of frequencies reveals differences in the use of two options of instructional delivery (synchronous and asynchronous teaching), software, and in the challenges experienced by the participating teachers from three different school sectors. The results highlight a tendency and flexibility to combine synchronous and asynchronous activities using a range of available tools, including WhatsApp and Zoom. Furthermore, the findings suggest that socio-economic segregation within the Chilean education system influences the utilization of simple and free access tools, primarily by teachers in public schools.