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PurposeIn March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.Design/methodology/approachA review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.FindingsWe found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.Practical implicationsThe challenge of maintaining dialogic activities – teacher education to combat inequalities.Originality/valueA quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

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En la Europa actual, la movilidad estudiantil internacional se ha vuelto relativamente común y la idea de que pasar tiempo estudiando en el extranjero es una ventaja está ahora ampliamente aceptada. A través del análisis de las respuestas de los estudiantes y maestros a un cuestionario completado al final de un Erasmus Intensive Programme, este trabajo examina la medida en que la participación en un período de movilidad de los estudiantes podría ayudar a los futuros maestros a desarrollar cuatro medidas clave del maestro en su desarrollo profesional: la auto-reflexión crítica, la participación en redes profesionales, la vuelta a la teoría y el distanciamiento. Las conclusiones sugieren que el período de movilidad de los estudiantes contribuye de forma positiva al desarrollo de la postura profesional entre los participantes. Sin embargo, este estudio no revela el grado en que los procesos de transformación similares podrían activarse simplemente mediante la participación en grupo de trabajo colaborativo con los estudiantes-maestros que trabajan en otros sistemas educativos sin salir del país de origen.