Incorporating new technologies is also an opportunity for training in digital competences that future mathematics teachers should possess ( Stein et al., 2020). More importantly, it allows us to explore how these resources can be integrated to create an educational proposal that has a significant impact on the professional development of our students. However, this supervening situation offers us the opportunity to enquire about which ICT resources are potentially interesting for our training purposes. Higher Education has not been spared either, and has had to adapt fast to blended and on-line training contexts where the use of new technologies has been imposed as a non-negotiable need.
The circumstances of the COVID-19 pandemic, which we are currently experiencing worldwide ( Hodges et al., 2020 Porlán, 2020 UNESCO, 2020), affect all areas of society, and generate important social, personal and economic difficulties.
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