The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

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<p style="text-align: justify;">Preservice mathematics teachers' beliefs about actions related to the use of the technological tools in teaching mathematics may affect how they are going to use them in their classroom activities. However, there is a limited evidence of what beliefs they hold on their intended actions of using technological tools in teaching mathematics. This study presents two preservice high school mathematics teachers' actional beliefs related to their intended actions in teaching geometric transformations (GTs) using Geometer's Sketchpad (GSP). The study comprised of a series of five task-based qualitative interviews with each of two senior undergraduate preservice teachers at a medium-sized public university in the Rocky Mountain Region of the United States. This study used a radical constructivist grounded theory (RCGT) with five assumptions—symbiosis, voice, cognition, adaptation, and praxis as a theoretical framework to guide the study process. The thematic findings of the study included four in vivo categories of their beliefs associated with actions of teaching GTs with GSP – assessment of student learning, engaging students in a group activity in exploring GTs with GSP, engaging students in individual activity in exploring GTs with GSP, and exploring GTs with GSP as 'suck it up and do it.' Pedagogical implications of these categories have been discussed.</p>

Online teaching became an alternative approach for the teacher to run the teaching-learning activities during the COVID-19 pandemic. In this context, this study aimed to identify the issues of mathematics teachers in teaching mathematics through online mode during the pandemic where issues represented the problems and challenges. Altogether 415 mathematics teachers from different levels participated in this cross-sectional survey. A self-constructed tool consisting of six categories of problems as Skills and training related problems (STP), learner related problems (LRP), course management and evaluation related problems (CMERP), resource using skills and infrastructure related problems (RUSIP), teaching related problem (TRP), and support and collaboration related problem (SCP) was employed in the study. T-test, ANOVA, correlation, and multiple linear regression were the major statistical techniques used to analyze the data. The findings indicate that the technical skills and digital resources with the learners and teaching figures and curves were major challenges of mathematics teachers in online mode of instruction. Additionally, gender, number of available devices, institute types, teaching levels, ICT training, and types of job were explanatory factors to determine the challenges of mathematics teachers in online teaching during the pandemic.

A meaningful engagement of learners is critical in the quality teaching and learning of mathematics at school level. Learner engagement has been an ongoing issue in mathematics classrooms in Nepal and elsewhere. In this context, this study aimed to examine the level of engagement (behavioral, social, emotional, and cognitive activities) and their association with learning mathematics through the virtual mode of instruction during the pandemic. The cross-sectional online survey design was employed among 402 secondary-level mathematics teachers in Nepal. Descriptive statistics, correlation, and structural equation modeling were the major statistical techniques used in research. The findings indicate that the level of behavioral, social, emotional, and cognitive engagement of students was found to be high in the online mode of instruction. Additionally, cognitive engagement has significant highest impact on social, behavior, and emotional engagement.