Constraints and Opportunities of Co-Designing an Interdisciplinary MathCityMap Trail

Interdisciplinary teaching enhances student learning but poses challenges in practical implementation. This study examines the co-design of an interdisciplinary MathCityMap trail by mathematics and physics educators, analyzing tensions and synergies through the ROGI framework (Resources, Orientations, Goals, Identity). Using qualitative methods, including reflective journals and co-design, we explore how disciplinary perspectives shape task design. A key constraint was the MathCityMap system’s requirement for verifiable outcomes, limiting open-ended inquiry, particularly in mathematics. While mathematics educators emphasized conceptual understanding, physics educators prioritized hands-on experimentation, leading to tensions in defining inquiry-based learning. Despite these challenges, the collaboration yielded innovative solutions, such as adapting tasks to balance system feasibility with inquiry-driven exploration. The study highlights the need for digital tools that accommodate both procedural and exploratory learning and emphasizes interdisciplinary collaboration as a valuable professional development approach. Future research should focus on enhancing digital platforms to support inquiry-based methodologies in STEM education.