In tracing recent research trends and directions in mathematical problem-solving, it is argued that advances in mathematics practices occur and take place around two intertwined activities, mathematics problem formulation and ways to approach and solve those problems. In this context, a problematizing principle emerges as central activity to organize mathematics curriculum proposals and ways to structure problem-solving learning environments. Subjects’ use of concrete, abstract, symbolic, or digital tools not only influences the ways to pose and pursue mathematical problems; but also shapes the type of representation, exploration, and reasoning they engage to work and solve problems. Problem-solving foundations that privilege learners’ development of habits of mathematical practices that involve an inquiry method to formulate conjectures, to look for different ways to represent and approach problems, and to support and communicate results shed light on directions of current research trends and the relevance of rethinking curriculum proposals and extending problem-solving environments in terms of teachers/students’ consistent use of digital tools and online developments.

Problem-solving approaches appear in all human endeavors. In mathematics, activities such as posing or defining problems and looking for different ways to solve them are central to the development of...

The core and essence of a problem solving approach to learn mathematics is summarized in the following quotation: Problem solving is a lifetime activity. Experiences in problem solving are always at hand. All other activities are subordinate. Thus, the teaching of problem solving should be continuous. Discussion of problems, proposed solutions, methods of attacking problems, etc. should be considered at all times (Krulik and Rudnick 1993, p. 9). Mathematical problem solving is a research and practice domain in mathematics education that fosters an inquisitive approach to develop and comprehend mathematical knowledge Santos-Trigo 2007. As a research domain, the problem-solving agenda includes analyzing cognitive, social, and affective components that influence and shape the learners’ development of problem-solving proficiency. As an instructional approach, the agenda includes the design a ...

This paper addresses the pressing issues of equity, diversity and inclusion in academic publishing, with a focus on mathematics education research. It highlights systemic biases and barriers that marginalise under-represented voices in the academic discourse. Through an analysis of the Journal of Mathematics Teacher Education’s (JMTE) publication patterns, it reveals a significant geographical imbalance and a disparity between the Global North and the Global South, prompting critical reflection on whose voices are prioritised. The paper outlines key initiatives undertaken by JMTE, such as forming an Equity, Diversity and Inclusion Committee, broadening the aims and scope of the journal, developing inclusive reviewing guidelines, and fostering diversity among editors, reviewers and authors. These efforts aim to promote a more equitable, diverse, and inclusive field of mathematics education research by encouraging contributions from under-represented regions and communities and by addressing language barriers and institutional support issues.