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STEM education is widely promoted by governments around the world as a way of boosting students\u2019 interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students\u2019 learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student \u201csuccess\u201d in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.<\/jats:p>","DOI":"10.1007\/s11858-023-01533-z","type":"journal-article","created":{"date-parts":[[2023,10,31]],"date-time":"2023-10-31T07:02:31Z","timestamp":1698735751000},"page":"1199-1217","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":66,"title":["Mathematics and interdisciplinary STEM education: recent developments and future directions"],"prefix":"10.1007","volume":"55","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2936-9907","authenticated-orcid":false,"given":"Merrilyn","family":"Goos","sequence":"first","affiliation":[]},{"given":"Susana","family":"Carreira","sequence":"additional","affiliation":[]},{"given":"Immaculate Kizito","family":"Namukasa","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,10,31]]},"reference":[{"key":"1533_CR1","first-page":"4721","volume-title":"Proceedings of the eleventh congress of the european society for research in mathematics education","author":"M Abboud","year":"2019","unstructured":"*Abboud, M., Hoppenot, P., & Rollinde, E. 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