Abstract

This study, in the form of a short narrative, analyzes the experiences, in a mathematics course, of four engineering students who began their university studies during the lockdown caused by the COVID-19 pandemic. The notions of identitarian work and mathematical identity underlay an examination of the processes of the identitarian reconstruction of the students in the contexts of virtual education. The results show that this identitarian work is closely linked to the nature of the activity of mathematics and the context in which it occurs. The transition to a mathematical education in a university represents an opportunity for the positive reconstruction of mathematical identities and the professional choices of the students.