The present article aims to understand how was the process of adequation and adaptation in the pedagogical practices that elementary school mathematics teachers in the city of Acará-Pa had to adhere to during remote teaching.. This is a qualitative descriptive research, outlined from the case study modality, highlighting the restructuring and adaptation performed by teachers to bring a quality education during the Corona virus pandemic. The interest in developing the research work arose due to the difficulties and challenges that the teachers had to overcome to develop the teaching-learning process in an atypical year, when schools were not allowed to continue classroom activities. Participated in the study Five teachers who were part of the mathematics teaching staff in four schools that serve elementary schools from the sixth to the ninth grade in the city of Acará . We opted for the formulation of a questionnaire to collect the research data, seeking to gather elements related to the focus of the research, such as the teacher's challenges and strategies for planning the subject in this period, the tools used to help them in their teaching practice, and the pedagogical strategies chosen in order to adapt and reinvent themselves in this new teaching model. The production of data showed the importance and feasibility of this work. Thus, after performing the data analysis, it was possible to recognize the reality experienced by these teachers during the performance of mathematics classes remotely that was been developed since the year 2020, enabling to understand how educators organized their practices, overcoming challenges and acquiring new knowledge to create new teaching strategies, which can later be inserted into their methodologies, innovating their actions in teaching.
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