The mathematics classroom is subject to many changes, ideas and reflections around the teaching and learning processes, interactions and experiences present in it. In this work, as mathematics teachers, we face one of the greatest changes and challenges that can occur in school, an unprecedented scenario in which classrooms are transformed into an Emergency Remote Teaching (E.R.T.) from what Hodges (2020) proposes, moving educational practices towards virtuality. By means of a mathematical modeling environment (Barbosa, 2004) we intend to account for the possible development, in ninth grade students, of reflective knowing (Skovsmose, 1999) based on the categories proposed by Mancera (2020). This in order to solve the concern in relation to the possibility of developing such knowledge in conditions of interaction outside the physical space of the school.