Making connections: teacher perspectives on interdisciplinarity in physical education and mathematics

This article investigates interdisciplinary teaching practices that integrate mathematics and physical education in middle school contexts, drawing on two original case studies conducted in a German international school and an Australian public school. Both schools’ curricula emphasised the integration of mathematical concepts with physical education content, particularly through lessons involving data analysis, measurement and fitness-related activities. Framing the study within Klein’s principles of successful interdisciplinarity, emphasizing transparency, systematic integration, boundary crossing and recognition of collaborative work, this research examines how teachers navigate interdisciplinary collaboration. Using an embedded dual-case study design with semi-structured interviews, the study explored how interdisciplinary approaches influence teaching efficacy, curriculum coherence and instructional strategies. Analysis of the data revealed four key themes: transparency and communication, consistency and systematic alignment, balance of disciplinary and interdisciplinary integration, and recognition and resourcing of interdisciplinary teaching. Findings highlight the critical role of teacher agency, the importance of collaboration, and boundary-crossing strategies, alongside logistical and structural factors in facilitating successful and meaningful integration of mathematics and physical education. The study offers practical implications for middle school teachers that can help promote interdisciplinary initiatives, including the need for prior strategic planning, professional development and a balanced approach to institutional support to enhance interdisciplinary teaching in middle years education.