Reflections from an Interdisciplinary Mathematical Modeling Activity

The approaches that employ different disciplines together have increased their influence in the education system in recent years. In this study, it is aimed to examine the situations that occur in the solution process of an Interdisciplinary Mathematical Modeling (IMM) activity. Participants of this case study consist of 9 mathematics and 9 science teachers. A workshop that lasted for 12 weeks was conducted with the teachers. Solution reports, video and audio recordings of the solution process of an IMM activity form the data of the study. The data were analyzed by content analysis method. It was determined that teachers' having high level of experience and competencies related to the discipline provided realistic assumptions. On the other hand, their inexperience about IMM activities led them to ignore some variables in the solution process. In addition, the results of the research show that the transition between the steps in the IMM process is flexible and intertwined and provides an environment in which learning goals of mathematics and other disciplines are handled together. The results of the study support the important features of IMM approach and also show that teachers' experience about the activity dimension of IMM is not sufficient