Resumen

GONZALEZ-POLO, Rosa  y  CASTANEDA, Apolo. The teaching of mathematics post-pandemic: perspectives of secondary school teachers from a bakhtinian analysis. ESPACIO ABIERTO [online]. 2025, vol.34, n.3, pp.143-162.  Epub 04-Sep-2025. ISSN 1315-0006.  https://doi.org/10.5281/zenodo.15609261.

Changes in mathematics teaching in Mexico post-COVID-19 pandemic are analised. A qualitative study with 62 secondary school teachers explored changes in their practices, particularly the inclusion of health topics. Relying on Bakhtin’s dialogic theory, two predominant discourses are identified: an internally persuasive discourse that promotes innovation and contextualization of mathematical learning through health topics and an authoritarian discourse resistant to changing traditional practices due to resource limitations and curricular beliefs. Many teachers have integrated mental health and physical well-being topics, using statistics and calculations to enrich teaching and motivate students-however, some express concerns about the need for more resources and deviations from curricular objectives. The importance of a dialogic and inclusive approach in mathematics teaching is highlighted, fostering the integration of real-life experiences and the development of critical citizenship.

Palabras clave : Mathematics teaching; post-pandemic education; Bakhtinian analysis; integration of health topics; mathematics teachers; discourse.

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