摘要：COVID-19 pandemic has affected educational systems throughout the globe, which has resulted in the total shutdown of learning institutions. Particularly in Uganda, the education sector shutdown has had an impact not only on students and parents but as well, on instructors in these institutions. This has called for an increase in the intensity of integrating online tools and resources in teaching and learning mathematics in teacher training institutions in Uganda an inevitable transition. This paper presents research that focused on 45 mathematics lecturers' experiences in using digital platforms in instruction in the era of the COVID-19 pandemic. The research was conducted in three secondary school teacher training institutions in Western Uganda. To ensure the scientific validity of the study, SPSS edition 23 was used to examine the tool for coherence, and it produced a reliability coefficient of 0.786. To obtain the descriptive statistic, data was also analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The outcomes demonstrate the participants' experiences with the problems and benefits of utilizing digital platforms. According to the findings of this study, before integrating digital platforms in mathematics instruction, both lecturers and students should be allowed to learn and interact jointly via digital platforms. It was also recommended that virtual libraries and online databases should be made publicly available at any time and free of charge, offering an additional level of support to address mathematics teaching and learning difficulties.
