This book provides an essential introduction to the state-of the-art in
interdisciplinary Mathematics Education. First, it begins with an
outline of the field's relevant historical, conceptual and theoretical
backgrounds, what "discipline" means and how inter-, trans-, and
meta-disciplinary activities can be understood. Relevant theoretical
perspectives from Marx, Foucault and Vygotsky are explained, along with
key ideas in theory, e.g. boundaries, discourses, identity, and the
division of labour in practice. Second, the book reviews research
findings of mainly empirical studies on interdisciplinary work involving
mathematics in education, in all stages of education that have become
disciplined. For example, it reports that a common theme in studies in
middle and high schools is assessing the motivational benefits for the
learner of subsuming disciplinary motives and even practices to
extra-academic problem-solving activities; this is counter-balanced by
the effort needed to overcome the disciplinary boundaries in academic
institutions, and in professional identities. These disciplinary
boundaries are less obviously limitations in middle and primary schools,
and in some vocational courses. Third and finally, it explores selected
case studies that illustrate these concepts and findings, both in terms
of the motivational benefits for learners and the institutional and
other boundaries involved.