With an aim of helping you (MPhil/PhD students in Mathematics Education) to acquaint with different dimensions of mathematics education, the course enables you to explore autobiographical, pedagogical, sociocultural, political and philosophical dimensions of mathematics education. Developed into five different modules, the course begins with the autobiographical dimension of mathematics education to unpack your personal-professional experiences of mathematics as different life-roles, such as students, teachers, teacher educators and researchers. The second module offers a space for you to discuss possible pedagogical strategies that you have been and will be applying in your professional context. The shift from narrowly conceived view of pedagogy as knowledge transmission to pedagogy as a mosaic of knowledge production possibilities embedded in sociocultural context gives rise to the need to study the political dimension of mathematics education. Indeed this third module enables you to discuss how a critical theory perspective contributes to understand mathematics education as an activity shaped and facilitated by individuals embedded in contexts. In this process, the technological and philosophical dimensions are set to enable you to identify the role of technology and empowering philosophy in transforming mathematics as an unchanging discipline to a dynamic knowledge system.