Abstract
Mathematicians have been involved in mathematics education since its emergence, and some continue to take a strong interest and contribute to shape the field. Whilst mathematicians themselves have been studied in the context of their work or their approach to teaching, we know less about the perspectives of those who are more directly involved with education. This study surveyed the perspectives of 42 mathematicians, who are ‘boundary crossers’ into the community of mathematics education, in order to consider their influence in and perspective on the field. It was found these mathematicians are well positioned to transform practices in both communities as they broker mathematics and pedagogy between them. Further, the mathematicians themselves may experience changes in their valuing of education and their identity through this involvement. Finally, mathematics education as a field may also clarify their sense of identity through consideration of boundary-crossing mathematician perspectives.
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