We present an exploration of how to move towards trans-disciplinary teaching and research, including mathematics education, related to the socio-ecological. We draw on three fields, and pinpoint relevant notions, which we then combine in a proposal of theoretical and methodological positionings for our future potential research. The notions that we address are: not avoiding complexities, critical mathematics education, wicked problems, relational mathematics, epistemic aspects such as praxis and logos, and sustainability.