• Theme: Leveraging teachers’ knowledge of children’s mathematical thinking to shape instruction, linking Cognitively Guided Instruction, teaching expertise, and teachers’ grasp of students’ knowledge to adapt classroom practice [1] [2] [10] [20] [11].

• Theme: Cognition, beliefs, and affect in math learning, including anxiety, beliefs about math, and gender-related trajectories that influence engagement and achievement [9] [12] [19] [17] [4].

• Theme: Standards, assessment, and schooling’s impact on mathematics achievement, highlighting the development of professional standards and measurement practices [7] [13] [14] [8].

• Theme: Discourse, problem solving, and instructional design in mathematics teaching, using case studies to reveal how discourse roles and problem framing affect learning outcomes [2] [5] [8].