There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.

Many new theories, concepts and methodologies have been developed in psychological research, such as expectancy–value theory, mindset, longitudinal study with advanced statistical model (structural equation model, Item response theory, cognitive diagnose model, etc.), or neuroscience (MRI, brain imaging technique, etc.). However, with the development of psychology, more exploration about the application of psychology in mathematics education should be conducted to bridge the research gap or enrich the understanding of mathematics learning. Particularly, it would be fundamental to re-check the psychological foundation for the teaching, learning and assessment of mathematics in the new decade of the twenty-first century, and to provide insights for the future development of theory and practice of mathematics education all over the world.

In this Research Topic, we invite reflection on psychological insights on the teaching, learning and assessment of mathematics in different cultural and social settings all over the world. We envision submissions of essays and empirical studies (both survey and experiment study were welcomed), that address the fundamental questions related to mathematics education from various perspectives such as cognition, neuroscience, psychometrics, etc.

The topics of interest include, but are not limited to:

• Reflective analysis of trends in research of mathematics education in the new decade and how these trends relate to psychology.

• The integration of the typical theory of educational assessment in mathematics and psychometrics in the development of mathematics testing, especially high-stake testing.

• The cognitive process of learning, in different domains of mathematics, such as algebra, geometry and statistics, or in different understanding of mathematics learning, such as mathematics literacy, street mathematics, etc.

• The cognitive process of teaching, such as the psychological foundation in the specific instructional model like project-based learning.

• Psychology of mathematics teachers, such as emotions.

• The reflection of the application of related results in the practice of mathematics education in different cultural or social settings.

• Neuroscience and mathematics education.

• Effectiveness evaluation in mathematics education.

• Non-cognitive aspects of mathematics learning, such as mathematics anxiety, and interest in mathematics.

There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.

Many new theories, concepts and methodologies have been developed in psychological research, such as expectancy–value theory, mindset, longitudinal study with advanced statistical model (structural equation model, Item response theory, cognitive diagnose model, etc.), or neuroscience (MRI, brain imaging technique, etc.). However, with the development of psychology, more exploration about the application of psychology in mathematics education should be conducted to bridge the research gap or enrich the understanding of mathematics learning. Particularly, it would be fundamental to re-check the psychological foundation for the teaching, learning and assessment of mathematics in the new decade of the twenty-first century, and to provide insights for the future development of theory and practice of mathematics education all over the world.

In this Research Topic, we invite reflection on psychological insights on the teaching, learning and assessment of mathematics in different cultural and social settings all over the world. We envision submissions of essays and empirical studies (both survey and experiment study were welcomed), that address the fundamental questions related to mathematics education from various perspectives such as cognition, neuroscience, psychometrics, etc.

The topics of interest include, but are not limited to:

• Reflective analysis of trends in research of mathematics education in the new decade and how these trends relate to psychology.

• The integration of the typical theory of educational assessment in mathematics and psychometrics in the development of mathematics testing, especially high-stake testing.

• The cognitive process of learning, in different domains of mathematics, such as algebra, geometry and statistics, or in different understanding of mathematics learning, such as mathematics literacy, street mathematics, etc.

• The cognitive process of teaching, such as the psychological foundation in the specific instructional model like project-based learning.

• Psychology of mathematics teachers, such as emotions.

• The reflection of the application of related results in the practice of mathematics education in different cultural or social settings.

• Neuroscience and mathematics education.

• Effectiveness evaluation in mathematics education.

• Non-cognitive aspects of mathematics learning, such as mathematics anxiety, and interest in mathematics.