Authors: Olivier Morizot ^1,2; Morgane Bascaules ^1,3; Mariann Chrétien ^1,3; Johanna Tonussi- Reboh ^1,4; Guillaume Tonussi ^1,4; Camille Noûs ^5,6; Florence Boulc'H ^7,8

• 1 Institut de recherche sur l'enseignement des mathématiques d'Aix-Marseille
• 2 Centre Gilles-Gaston Granger
• 3 Lycée Auguste et Louis Lumière - La Ciotat
• 4 Lycée Paul Langevin - Martigues
• 5 Laboratoire Cogitamus
• 6 Laboratoire Cogitamus = Cogitamus Laboratory
• 7 Institut de recherche sur l'enseignement des mathématiques d'Aix-Marseille [MADIREL]
• 8 Matériaux divisés, interfaces, réactivité, électrochimie

Since 2019, at the Institut de Recherche sur l'Enseignement des Sciences in Aix-Marseille Université, we have been running a workshop aimed at exploring solutions to the difficulties regularly encountered in interdisciplinary teaching. At regular intervals, this workshop brings together six teachers from different disciplines - from university and high school - who are simply given the time to present and explain to each other the specificities of the discipline they teach, using a basic categorial grid to guide analysis and enable comparison. However, our initial findings indicate that the primary beneficiary of these interdisciplinary encounters is disciplinary teaching itself. In fact, this introspective and collective work has brought to light fundamental implicits, specific or common, to these disciplines that teachers were unaware of; that they had never shared with their students; and that they identified as the source of hitherto unspeakable difficulties encountered by many of them. The hypothesis defended here is therefore that - through an effect of analogies and contrasts - interdisciplinary dialogue can be a formidable tool for reinforcing and clarifying disciplinary teaching, and could play a key role in teacher training.