Mathematics education, as a field for research, can sometimes relate awkwardly to its two constituent terms, which tenuously wave to each other from disparate conceptual domains: while mathematics often continues to be seen as a discipline beyond social discourses where its objectivity is a prized possession, education is notionally a social science susceptible to interpretive analysis.

The conference explored the frontiers and possible futures of mathematics education through considering how theoretical resources enable alternative possibilities. Primarily through discussion and the advance circulation of papers, this invitational conference comprising 47 delegates asserted a place for theory in the future development of mathematics education research, with journal special issues as an immediate target. Participants were invited to send papers in advance (i) outlining their theoretical interests and (ii) offering a paper contributing to 'theory in mathematics education' organised into themes for discussion groups. Tony Brown and Margaret Walshaw are guest editing a double issue of the journal Educational Studies in Mathematics associated with the conference, to which many delegates have submitted a paper.