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Review Article Volume 8 Issue 1
The impacts of COVID-19 on mathematical education in Peru, Costa Rica and Brazil: a comparative overview
Carlos Mometti, Rita Díaz Flores, Juan Carlos Broncano Torres
Received: April 02, 2025 | Published: April 22, 2025
Citation: Mometti C, Flores RD, Torres JCB. The impacts of COVID-19 on mathematical education in Peru, Costa Rica and Brazil: a comparative overview. Open Access J Sci. 2025;8(1):73-81. DOI: 10.15406/oajs.2025.08.00247
Abstract
This article aims to present a comparative discussion among three Latin American countries, Peru, Costa Rica, and Brazil, regarding mathematics teaching in educational structures during the COVID-19 pandemic, in addition to the challenges that each of these countries will face in terms of university mathematics teaching. For this purpose, we used a documentary and historical analysis to contrast the educational nuances found in Peru, Costa Rica, and Brazil, constructing categorical metrics that enabled a comparative analysis between the three countries. Thus, the text is presented in two parts, the first one dedicated to the study contexts of each of the countries, with special emphasis on their educational structures, and the second one for the presentation of data and analysis and first comparative analysis. It is concluded that during the COVID-19 pandemic, all the countries studied had difficulties in terms of access to technological resources, basic education teacher training, and the development of an action plan aimed at meeting the educational demand. This reflects, at first glance, that in these regions of Latin America, there is still much to be done regarding Mathematics Education developed both in schools and universities.
Keywords: Peru, Costa Rica, Brazil, comparative study, math education
©2025 Mometti, et al. This is an open access article distributed under the terms of the, which permits unrestricted use, distribution, and build upon your work non-commercially.