VIRTUAL CLASSES IN TIMES OF PANDEMIC: IMPACT ON CONSOLIDATING THE MATHEMATICAL FOUNDATIONS OF SCHOOL LEARNING

Abstract

The COVID-19 pandemic generated a forced migration to virtuality, evidencing technological and pedagogical limitations. This essay critically analyzes the impact of the virtual modality (2020-2022) on the consolidation of mathematical foundations, fundamental due to their sequential and progressive nature. The main objective is to describe the interrelation between digital methodology and current deficient cognitive bases, proposing strategies to overcome detected gaps. Methodologically, a constructivist and socio-critical perspective is assumed, based on the postulates of Piaget, Vygotsky, and Bruner. The findings reveal that the absence of face-to-face social interaction and the lack of manipulation of concrete material interrupted the construction of deep meanings, resulting in mechanical learning and structural gaps. It is evident that current students face difficulties in problem solving and magnitude estimation by lacking previous sensory experiences. In response, an intervention strategy based on three lines is proposed: qualitative diagnostic leveling, progressive curricular restructuring through the spiral curriculum, and sustained pedagogical-socioemotional support. It is concluded that overcoming the mathematical lag requires a systemic vision involving the entire educational community. The resignification of teaching must transcend simple information transmission toward a humanizing praxis that enhances intellectual capacities and restores the natural progression of logical thinking. Only through this ethical commitment will it be possible to transform a traumatic interruption into a real formative opportunity for twenty-first century citizens, ensuring that mathematical symbols regain their real anchorage and sense.