In 2020, the emergency due to the COVID-19 pandemic brought a drastic and sudden change in teaching practices, from the physical space of the classrooms to the virtual space of an e-environment. In this paper, through a qualitative analysis of 44 collected essays composed by Italian mathematics teachers from primary school to undergraduate level during the spring of 2020, we investigate how the Italian teachers perceived the changes due to the unexpected transition from a face-to-face setting to distance education. The analysis is carried out through a double theoretical lens, one concerning the whole didactic system where the knowledge at stake is mathematics and the other regarding affective aspects. The integration of the two theoretical perspectives allows us to identify key elements and their relations in the teachers’ narratives and to analyze how teachers have experienced and perceived the dramatic, drastic, and sudden change. The analysis shows the process going from the disruption of the educational setting to the teachers’ discovery of key aspects of the didactic system including the teacher’s roles, a reflection on mathematics and its teaching, and the attempt to reconstruct the didactic system in a new way.

We suggest possible approaches to point-free geometry based on multi-valued logic. The idea is to assume as primitives the notion of a region together with suitable vague predicates whose meaning is geometrical in nature, e.g. ‘close’, ‘small’, ‘contained’. Accordingly, some first-order multi-valued theories are proposed. We show that, given a multi-valued model of one of these theories, by a suitable definition of point and distance we can construct a metrical space in a natural way. Taking into account that interesting metrical approaches to geometry exist, this looks to be promising for a point-free foundation of the notion of space. We hope also that this way to face point-free geometry provides a tool to illustrate the passage from a naïve and ‘qualitative’ approach to geometry to the ‘quantitative’ approach of advanced science.