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This book provides an introductory reading of the State of the Art on Interdisciplinary Mathematics Education. It begins with an outline of the relevant historical, conceptual and theoretical backgrounds to this topic, what ‘discipline’ means and how inter-, trans-, and meta-disciplinary activity might be understood. Key ideas in theory involve boundaries, discourses, identity, and the division of labour in practice. Second, it reviews empirical research findings of the extant literature. For example, we report that a common theme in studies in middle and high schools is the motivational benefits for the learner of the subsumption of disciplinary motives to extra-academic problem-solving activity; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. Finally, we offer some case studies of current R&D in practice.