In this paper I look back over my five years as Editor-in-Chief of Educational Studies in Mathematics to review research published in the journal, from 2014-2018, that aimed to better understand and promote students’ mathematical thinking. The review is guided by an analysis of conceptualisations of “mathematical thinking” proposed in the research literature, selected curriculum documents, and international assessment programs such as PISA. The review not only documents salient features of research studies, such as the country of origin of the authors, educational level of the participants, research aims, theoretical perspectives, and methodological approaches, but also identifies the contribution to knowledge made by this body of work as well as future research directions and opportunities.