Editor’s Note

The inaugural issue of IJMTIP brings together studies that connect mathematics teaching with emerging approaches and classroom realities. Across the issue, authors examine the potential of AI-supported resources (mathematics-themed P4C stories) for learning and thinking, the role of visual/narrative-based instruction (e.g., cartoon-supported teaching) in achievement and attitudes, and how divided attention shapes students’ engagement with mathematics. The issue also highlights technology-enhanced mathematical modeling environments and their influence on pre-service teachers’ professional noticing. In addition, a review article synthesizes current trends in assessing mathematical modeling competencies, offering a coherent snapshot of methods and tools used in the field.