This issue of Global Education Review focuses on policies and practices in support of mathematics learning in global contexts.  The ten manuscripts in this issue focus on three primary topics: improving student achievement and factors that impact achievement; implications of assessment frameworks, scoring, and analyses; and methods to improve teacher preparation and teacher knowledge. 

Early childhood education, care, and development (ECECD) has reached global prominence as seen in the United Nations' facilitated "Global Conversation" and by the actions of many international organizations (UNESCO, 2006; UNICEF, 2004; UNDP, 2014).    Eleven diverse articles are presented in this themed journal as a contribution to the rich, on-going conversations about the importance of global ECECD programs and practices.
 

This issue includes articles that present evidence about the complex inter-relationships that exist between creativity, cognitive neuroscience, socio-cultural context, and education.  The articles in this issue provide examples of teacher training, teaching, skill development, and approaches to teaching that provide opportunities for innovation and problem solving.