Abstract
The aim of the research was to study the status of challenges in teaching mathematics online during pandemics and the factors associated with challenges. The study was based on a cross-sectional online survey and 442 mathematics teachers of school level have participated in this research. Mann Whitney and Kruskal Wallis tests were employed to find the significant result and path analysis was used to calculate the effect of socio-demographic characteristics on the challenges in teaching mathematics online. The results indicate that the level of challenges in teaching mathematics online was found to be significantly high. The relationship between the challenges found to be positively significant and the qualification, time of taking online classes, teaching level, and tools used for taking the online class are significant factors to determine the challenges in teaching mathematics online.
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