The study presented here recounts the thoughts and attitudes of secondary mathematics teachers during and after the remote learning period due to the COVID-19 pandemic. Upon notification of the closure of schools across the world due to the pandemic, teachers everywhere had to quickly transform their curriculum to take place in a remote learning environment. The goal of this study is to identify and share mathematics teachers’ observations and reflections on their instructional styles, classroom routines, and school environments after teaching remotely during the COVID-19 pandemic. Teachers that experienced this shift to remote learning and back to an in-person classroom environment were interviewed to learn more about their experiences and attitudes towards these topics before, during, and after the remote learning period. Data from these interviews was then coded and organized to highlight common themes that emerged across the set of all teachers. The findings of this study can be used to inspire other teachers to reflect on their experiences during the remote learning period, acknowledge how their own classrooms and teaching styles may have changed since this period, and possibly incorporate new ideas and activities used during the remote period into their current teaching. This study also sheds light on ways in which teachers, students, and school environments have changed since the remote learning period, and therefore identifies gaps in current research that would be worthwhile to study.
