This paper explores the paradigm shift in using ICT tools while teaching mathematics remotely within the TPACK framework. Remote teaching is not only one of the primary modes of teaching and learning in the present context throughout the world but the transition from paper to the digital world, where mathematics teachers struggle to visualize the content concisely and clearly. This paper focuses on promoting pedagogy and learning and learner empowerment by emphasizing autonomy and engagement rather than technology. The ethos of this paper is all about encouraging the mathematics teachers to promote the students for quality engagement while teaching remotely. However, all the remotely leading ICT tools require some techniques and methodologies, thereby the mathematics teachers' skill, experience, and expertise. Those skills, experiences, and expertise will be developed by excelling in mathematics teachers' ICT tools. This paper shall be one of the guiding principles for mathematics teachers (but not limited to) while dealing with the mathematics content remotely and/or in any other mode.

The use of GeoGebra in teaching geometric transformations was investigated in this study. GeoGebra is a math software available in over 100 plus languages, both online and offline. GeoGebra is a useful application to improve and enrich mathematics teaching and learning by allowing students to visualize mathematical concepts, which is extremely useful for mathematical experiments and discoveries at all educational levels, from elementary school to university. The theoretical referents used in this article are cognitive learning theory and Vygotsky's social learning theory. Twenty students (twelve boys and eight girls) in grade IX from a private school in Kathmandu Valley, Nepal, were taught mathematics using a variety of specific instances of transformation highlighted in this study, including reflection, rotation, translation, and dilation. This research used a qualitative research method called a teaching experiment to examine the use of GeoGebra in eleven episodes. Students were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics.

Emerging ICT tools, techniques and methodologies (TTM), which might be helpful for pedagogical practices, for a synchronous and asynchronous mode of teaching and learning mathematics in online and distance mode of education. This action research reported from the underpinning practices of the authors as trainers, course facilitators, educational researchers and innovative practitioner-the possible uses of emerging ICT tools, techniques and methodologies for teaching and learning mathematics. This article highlights some key strengths with possible integration of emerging ICT tools, techniques and methodologies to facilitate online and offline task(s) and assessment(s) of the learners, and trainees in a collaborative manner. Epistemologically, our experiences reflected that the learning experiences of the learners and trainees would be better by incorporating emerging ICT tools, techniques and methodologies in day to day practices in online classes specifically more in this present context. We have concluded the paper by highlighting the effectiveness of use of emerging ICT tools, techniques and methodologies as a new innovative virtual teaching and learning platform.

Mathematical knowledge has been defined in several ways in the literature of mathematics education. Procedural knowledge (PK) and conceptual knowledge (CK) or both types of knowledge are the emphasis of knowledge construction. This is a research-based paper extracted from a dissertation of MEd in mathematics education of the first author under the supervision of the remaining two authors. In this context, this explanatory mixed method research study was carried out to find students' level of PK and CK in algebra and explore why students develop such knowledge. In the quantitative part, the survey was conducted among 360 students of grade eight of 9 public schools of Kathmandu Metropolitan City. The study revealed that students have a lower level of CK (x̅ =8.56) but a higher level of PK (y̅ =14.05) out of 20 and a moderate positive correlation (r=+0.559, p<0.05) between PK and CK. The regression equation was: CK=3.716+0.345(PK). Similarly, PK was dependent, but CK was independent upon the gender of the respondents. In the qualitative part, a two-phase interview was conducted with six participants followed by a group discussion with four mathematics teachers teaching at the same level. This phase concluded that students are weak in reasoning, critical thinking, representational knowledge and comparing algebraic quantities. The reason is because students seemed to be forced/encouraged to develop procedural fluency because of teachers' methods of teaching which oftentimes neglect the progressive pedagogical approaches. The research is useful for everyone who is working on educational reform to emphasize meaningful learning.

My journey from brick worker to STEAM education was/is characterized by resistance, advocacy, and envisioning. Surrounded by pains, sufferings, hurdles, and economic adversities, I spent more than 18 years in several brick factories resisting the economic vulnerabilities. At the same time, I faced tremendous difficulties in educating myself in the formal and conventional/traditional nature of educational models. The similar contexts led my upper higher education till BEd in mathematics education. The duration of more than three years in my master's in mathematics education, and MPhil in STEAM education was a precious moment for me to start my journey of resisting, advocating, and envisioning life and educational practices. The journey from a brick worker to STEAM educator was the biggest challenge for me. I accepted the challenges put by my life and education system and tackled them to become more skillful, knowledgeable, and aware to solve them and develop alternative practices which are more authentic, open, critical, empowering, and inclusive for myself and others. Thus, this research portrays my journey of resisting disempowering educational practices, advocating progressive and empowering practices, and envisioning a transformative educational perspective via autoethnography as a methodology and transformative learning theory as a theoretical referent. The research is useful for educators and others to bring quality and meaningful changes in educational practices for sustainable development in education and life.