The COVID-19 pandemic has been called an educational catastrophe. It caused massive disruptions in education, learning loss for students, and massive increases in teacher workloads, stress, and health-related issues. There were significant issues of student disengagement and rampant cheating on assessments. This paper looks not at the huge negative impacts of COVID19 but seeks rather to identify teaching practices in mathematics that may have been effective during the pandemic and that may be maintained after the pandemic to benefit students. What was learned is that best practices in mathematics teaching, while certainly influenced by the pandemic, remain best practices going forward. One major change is the continuing use of technology in mathematics teaching, a change in which the necessary use during the pandemic may have served as exemplars for teachers who will then continue these practices after the pandemic. This study also emphasized that exemplary teachers remained exemplary teachers before, during, and after the pandemic had impacted the teaching of mathematics.