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The COVID-19 pandemic forced teachers worldwide to shift to emergency remote teaching (i.e., virtual teaching). As teachers return to their classrooms for in-person teaching, there is a need to examine how remote teaching influences teachers' instruction. This study examined teachers' use of digital technologies and specific mathematics activities both during remote teaching and during in-person teaching after returning to their classrooms. The study also examined how teacher participants reported how the pandemic influenced their mathematics teaching. Data analysis indicated statistically significant differences in the frequency of use of all digital technologies except for mathematics games, meaning that mathematics games are used now as much during in-person teaching as remote teaching. Teacher participants also reported that the largest influences of the pandemic and remote teaching have had on their in-person mathematics teaching was the use of general, non-mathematics specific technologies to support organization, the use of hands-on or virtual manipulatives, and the benefit of formative assessment. Implications for future research include the need to examine teachers' use of digital technologies and mathematics activities more closely during in-person teaching and leverage interviews as a possible way to more closely study teachers' experiences.

Mathematics education reformers have long called for improved learning opportunities for all students across P-12 classrooms in the United States (U.S.). Although instruction that promotes mathematics as sensemaking and problem solving has been recommended (National Council of Teachers of Mathematics [NCTM], 2000; National Research Council [NRC], 1989), this shift dramatically differs from the way many classroom teachers once learned and taught math (Hiebert, 1999). Thus, local school systems are left to determine how to create conditions that support changes in teachers' instruction (Hopkins et al., 2013). To address this challenge, many schools hire mathematics specialists (MSs) as they embody key features of effective professional development (PD;Gibbons & Cobb, 2017). Multiple models of PD (lesson study, professional learning communities [PLCs],