Since their beginnings Physics (natural philosophy) and mathematics
have been deeply interrelated, and this mutual influence has played an essential role in both their developments. However, the image typically found in educational contexts is often quite different. In physics education, it is usual to find mathematics being seen as a mere tool to describe and calculate, whereas in mathematics education, physics is commonly viewed as a possible context for the application of mathematical concepts that were previously defined abstractly. This dichotomy creates significant learning problems for the students. They have a hard time understanding where mathematical concepts come from and why physics has little to do with their experiential world. This problem demands a systematic research effort from experts in different fields, especially the ones who aim at informing educational practices by reflecting on historical, philosophical and sociological aspects of scientific knowledge. Taking into account the eclectic nature of the math-physics interplay, this thematic issue gathers contributions from historians, philosophers, physicists, mathematicians and educators who provide important complementary perspectives on the topic.