Abstract
The collection of articles during this special issue highlights the importance of downside movement from each teachers’ and students’ views. tidy analysis has been conducted across many decades on students’ downside movement, because the authors of the articles indicate. In distinction, studies of teachers’ information of their students’ thinking as they have interaction in mathematical downside movement and their capabilities in movement issues are restricted. This special issue is so a welcome addition to the literature. as a result of analysis on teachers’ downside movement has not been prolific, the present articles raise additional problems and queries than they'll answer. I explore a number of these problems during this comment, drawing on each the authors’ work and a few external literature[1].
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