It is consensual among Education professionals that learning Mathematics is strongly related to the role played by the educator or teacher in their teaching practice. For example, the actions it develops and the tasks it proposes to children, young people and adults determine different learning opportunities. The way he manages interactions in the classroom or in other educational contexts, the connections he establishes between the various topics inside and outside mathematics and with real life, as well as the type of resources he uses, influence the nature of this learning.
This issue includes a set of articles focused on research in Mathematics Education, from Kindergarten to the 2nd Cycle of Basic Education, as well as on the initial training of Education professionals, as a way of broadening the discussion and reflection on research in this field, both nationally and internationally.