This essay uses an enactive approach to map out the ways Ontario teachers, students, and parents have reimagined online mathematics education at the K-12 level during the COVID-19 pandemic. The essay highlights the importance of education researchers using an appropriate framework in understanding the emerging mathematics education realities. It encourages education researchers to pay attention to this call to action while recognizing that such an action is not without challenges. To address the challenges, education researchers must engage with the evolving mathematics education environment and community by innovating and reimagining their research tools and techniques.

Globalisation is a phenomenon that is transforming the world economic system including nearly all aspects of production, distribution and other business processes. Globalisation has changed scenario of Education too. Every nation has its specific thrust areas for the development of nation depending upon the requirement of the country. Education is one of the thrust areas for the development of the country economically, technologically and politically. Education system of any nation bridges the gap between the people of different community, Caste, Gender etc. Countries have their own provision in terms of policies and practices at university level. In India there is a National policy of Education (NPE, 1986) and Program of Action (POA 1992) and five year developmental plan along with National assessment and Accreditation Council to maintain quality in higher education and at the same time to bring measures for equity and equality in higher education. Similarly in a developed country like Canada, there is Council of Ministers of Education Canada (CMEC) actively engaged for minimizing gap between social barriers like gender, culture etc. Though there is vast difference between countries like Canada and India in terms of Geographical area, Population, Language, literacy rate etc. it would be interesting to study the issues and problems faced by higher education and teacher education in particular of both the countries. In this paper authors have discussed comparative scenario of higher education and in particular teacher education in Canada and India in terms of quality input.

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Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.