Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachers.

The Covid-19 pandemic and subsequent national lockdown in South Africa induced a rapid, albeit challenging, implementation of blended learning (with a strong online focus) at all educational levels. During this time, a group of teachers were involved in a specialised computer integrated education course, preparing them for the design and implementation of technologically enhanced modes of teaching. In this research we considered the positive impact of the situation during the pandemic on these mathematics teachers' practice, as well as their conceptualisation of the way forward for technology enhanced mathematics education.