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The book being offered to the reader’s attention grew out of materials presented at “The history of the teaching and the learning of mathematics” Topic Study Group (TSG) at the Fourteenth International Congress on Mathematics Education. This book, of course, does not represent the proceedings of that conference: far from all presentations are represented here,1 and those that are represented are notably different from those heard at the conference, if only because they are many times greater in size. On the other hand, the present volume and the presentations of the TSG are not independent of one another, but pertain to the same ongoing studies. This book is structured on the same principles as the collection by Furinghetti and Karp (2018), which was published after the Thirteenth International Congress on Mathematics Education. Because of the pandemic, 5 years passed between the conferences, instead of the customary four, and this relatively round number gives us occasion to reflect on what has happened to the scholarly field of the history of mathematics education over the intervening time. One may recall that in the course of these 5 years, two other conferences on the history of mathematics have taken place, and subsequently collections of the papers presented at these conferences have been published (Bjarnadottir et al. 2019; Barbin et al. 2020). One may also list other books on the subject that have been published, both as part of the series edited by Alexander Karp and Gert Schubring, to which the present book also belongs, and those published elsewhere (for example, as part of the series edited by McKenzie A. (Ken) Clements and Nerida Ellerton). One may note that in 2019 the Freudenthal medal, one of the highest honors in the field of mathematics education, was awarded to Gert Schubring, first and foremost for his work in the field of the history of mathematics education, which may be considered a sign of the recognition of the significance of this field as a whole.