Interdisciplinary task design for pre-service teacher education: learning potentials at the boundary between mathematics and physics

We present and discuss a pre-service teacher education sequence aimed at promoting professional development on interdisciplinarity. The sequence of activities is conceived around two main ideas: to use textbooks as a source of reflection, and to progressively guide students towards a theoryinformed analysis of textbooks. Here we present the analysis of the first step of the sequence, highlighting two learning potentials that emerged during the class discussion in one implementation.