According to the philosopher of science Ervin Laszlo, disciplines are artifacts, artificial abstractions. Although necessary, they may constitute a limitation on the type and number of observations and elements considered. Ultimately, there are no boundaries in nature that correspond to the boundaries of disciplines; as William Shakespeare wrote: “There are infinitely more things under heaven and earth than in all our philosophy and science.” The boundaries of disciplines should therefore be considered permeable, expandable and transferable. Accepting an interdisciplinary approach on a given topic may mean giving up the perspective, in an exclusive sense, of a specific discipline; requires in any case to avoid the exclusive alternative of the “either/or” type; rather, it is a matter of shuttling between compartmentalized knowledge to integrate, contextualize and globalize it. In this framework, the research activity is mainly aimed at questions concerning the Teaching and History of Physics and the relationships of Physics with other disciplines. For example, Physics and Mathematics, although characterized by distinct identities, present common and deeply interconnected areas of activity. This leads to complexities in university programs due, mainly, to the fact that often the same concepts, such as derivatives, differential equations, series, integrals and other related topics, are introduced in a distinct way, without any disciplinary correlation and without complementarity. Recent studies highlight how the understanding of some topics in Physics and Mathematics can be significantly improved thanks to a joint theoretical and experimental approach in which physical and mathematical concepts integrate with each other so as to connect rather than separate, thus highlighting their profound epistemological affinities.
