The much-needed interest in promoting a healthy lifestyle among school-age students has found a context for development: school gardens. There are numerous studies where using gardens as a teaching-learning context also improves students' performance in the experimental sciences. In this study, we proposed another interest that sets it apart and adds motivation: combining curricular mathematics with experimental science content in this context. The search for possible studies in the scientific literature has gave rise to the review presented herein. From this review, we obtained 21 studies, from which we extracted a series of categories: whether research was undertaken and with which tools; which curricular contents were covered and the impact produced; the ages of the participants and duration of the project; and, finally, whether the garden was cultivated. The main conclusion of this search was the lack of a clear line of research linking school gardens, the experimental sciences, and mathematics, in addition to the scant presence of studies framed in this context. For that reason, we send a call to action to the scientific community encouraging the interdisciplinarity of the two aforementioned subjects within the context of school gardens.