Nemirovsky, Kelton, and Civil discuss the emerging field of informal mathematics education and point out the importance of developing, outside the conventions of formal schooling, social spaces that support students’ informal mathematics learning through the free choice of participants to engage with mathematics across disciplinary boundaries (e.g., art, literature, science, games, and technology). In this chapter, the authors examine research on informal mathematics education in museums using vignettes from studies of mathematics exhibits in science museums.

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