An investment in the advancement of mathematics education is essential for driving transformative progress. Amid the COVID-19 pandemic lockdowns, many schools faced significant challenges and responded by incorporating digital devices into their teaching and learning strategies. However, effectively translating these digital initiatives into tangible improvements within mathematics classrooms proved to be a complex endeavor. Notably, a significant number of schools were ill-equipped to fully leverage these innovative approaches to education. This investigation focused on examining the dynamics of teaching and learning secondary school mathematics in online classrooms during the COVID-19 pandemic lockdowns. The research involved the collection of pertinent data from mathematics educators and students through a mixed methods approach. The findings revealed a prevalent lack of proficiency among educators in integrating digital technology into mathematics education. This challenge was further compounded by insufficient and outdated digital resources. Proficiency in utilising these digital tools has the potential to support educators and students in promoting their critical thinking abilities within the context of mathematics.

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