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Several of these papers have focused on the education of prospective mathematics teachers and how the students adapted to the use of digital resources for mathematics ( Mulenga & MarbГЎn, 2020a, 2020b Naidoo, 2020). There has been, as of yet, only a small number of publications in relation to the teaching and learning of mathematics in higher education during the COVID-19 pandemic although more are beginning to emerge. Research into the impact of the COVID-19 pandemic upon university education is starting to emerge, with several publications focusing on how lecturers and students reacted to emergency remote teaching, either in individual universities or regions ( Bao, 2020 Bawa, 2020 Jena, 2020 Oyediran et al., 2020 Rahiem, 2020) or specific subject areas, particularly in STEM fields ( Alqurshi, 2020 Barton, 2020 Delgado et al., 2020 Jabbar et al., 2021 Tan et al., 2020).

In order to address these research questions, an online survey was designed and distributed to a wide range of mathematics lecturers in MayвЂ“June 2020 as detailed below.

What training and support did staff receive in the use of hardware and software? Why did lecturers choose to conduct live online sessions, pre-recorded sessions or other approaches during emergency remote teaching?

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What hardware and software were most commonly used by mathematics lecturers before the pandemic compared with during emergency remote teaching? Specifically, this paper addresses the following research questions: Therefore, the aim of this research was to investigate how and why large numbers of mathematics lecturers in higher education used particular technology to adjust to emergency remote teaching during the initial months of the COVID-19 pandemic. Teaching mathematics remotely presents specific challenges related to the nature and symbolic notation of the subject, among other challenges ( Trenholm & Peschke, 2020 Glass & Sue, 2008). Beyond the initial months of the emergency remote teaching what many lecturers have been engaged in can be described as blended ( Graham, 2006), hybrid ( Snart, 2010) and distance learning ( Moore et al., 2011), but this article is solely concerned with the emergency remote teaching that took place during the early months of the pandemic. During the initial closures of university campuses, many were mid-way through semester block of teaching and had to change their mode of delivery over the course of a weekend. While a wealth of research and experience exists in the general area of online teaching, it is important from the outset to note the difference between online teaching and emergency remote teaching, with the latter best characterized вЂas a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstancesвЂ™ ( Hodges et al., 2020).

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The first wave of the COVID-19 pandemic in late February/early March 2020 led to a series of closures of university campuses across the globe, with many lecturers turning to emergency remote teaching to continue to educate their students.