Communicating, collaborating, and learning across the secondary-tertiary divide

For over a century, scholars have been occupied with the discontinuities that divide secondary and tertiary mathematics education. Despite decades of extensive research and advancements in the field, the secondary-tertiary divide remains unresolved and may even be widening. This paper explores how
creating opportunities for secondary and tertiary mathematics teachers to learn from, with, and about one another can help bridge the secondary-tertiary divide. I examine barriers that discourage and hinder such learning and draw on the metaphor of boundary to propose how to support these two communities in overcoming them. I introduce M-Cubed, a long-term research project dedicated to facilitating and investigating learning across the secondary-tertiary divide. Through case studies from M-Cubed, I illustrate how such learning occurs in practice. I conclude by presenting key findings from the project, discussing their potential implications for research and for practice, and suggesting future
directions for studying and promoting learning across the secondary-tertiary divide.