Criteria Used by Teachers of Non-Mathematical Subjects to Assess an Interdisciplinary Task That Includes Mathematics

This study analyses the criteria teachers from different non-mathematical subjects use to assess an interdisciplinary learning situation that includes mathematical content. Their relationship with the didactic suitability criteria of the onto-semiotic approach is explored. An interdisciplinary learning situation was designed and implemented to promote the use of inquiry and mathematical modelling within a realistic historical-archaeological context, integrating content from the subjects of social sciences, natural sciences, and technology. After its implementation, a reflection session was held with the participating teachers of subjects other than mathematics to observe what criteria guided their assessment of the implementation. The results show that most of the criteria used by the teachers can be reinterpreted as several components of the didactic suitability criteria. Elements characteristic of interdisciplinary learning situations that are not currently included in those criteria were also identified. These findings open up the possibility of enriching and adapting the didactic suitability framework so as to fully address the challenges and potential of interdisciplinary proposals that include mathematics from an integrated perspective.