Mathematics teacher' perceptions and adaptations in developing online classes-ideas for teacher training

The wide availability of digital tools, as well as the current global pandemic has transformed the way in which teachers and students interact. This of course will have consequences on the learning of in physics and mathematics in the medium and long term. The objective of this research is to explore what are the feelings, difficulties and adaptations of the teachers to develop online classes. We reach this goal with support on the tetrahedron model for a didactical situation, which describes the interactions between student, teacher, content, and technology. Following a qualitative methodology, a survey of 48 in-service teachers was conducted to explore how teachers' knowledge and their use of digital tools influence teacher-student-technology interactions. The results showed that 65% of the participants feel prepared for online teaching, while 35% feel. However, there is not a big difference in the interactions they promote with the students. Teachers experiment a high level of negative emotions such as frustration and anxiety, many of these emotions were recognised in teachers feeling online teaching. The findings explain how emotional and infrastructural factors are related to the interactions in online teaching. The results have implications in physics and mathematics teacher training programs, the ways we teach physical and mathematical content, insofar we highlight those aspects into account to improve the students' learning.