Worldwide, students have experienced the impacts of the COVID-19 pandemic. This paper investigates students' reflective discussion of the consequences of measures taken during the pandemic in Norway. Socio-critical mathematics perspectives are used as a theoretical framework when analysing 13-14-year-old students' discussions of the pandemic. The students read, discuss, and present findings from media articles provided by their teacher. We found that the students identify and use mathematics-based argumentation when reflecting on cultural, social, economic, and political aspects from their own real world. They ask questions, investigate, listen to peers' argumentation, show awareness of, and discuss challenging issues such as mental health, increased violence during home-schooling, unemployment, loss of income, and rising inequality in society. We suggest that mathematics education can promote students' reflective discussion of wicked problems.