This work has as objective to present the mathematical modeling as a tool in the interdisciplinary teaching-learning process, relating it with the experimentation in physics teaching, which have been applied on a third year high school class of a school located in the metropolitan region of Belém city. Along the research it can be noted that during the process of future e physics teacher graduation, the use of different didactic strategies was left in a second plan to prioritize to a traditional methodology of teaching. This background can pe interpreted as the cause of low productivity by the students of high school, which is a preoccupant situation that needs solution. Due to this, based on students’ reports, it can be identified that the difficult presented on the comprehension is consequence principally of “mathematization” of the contents, in other words, approaching physics by the excessive use of numerical formulas without association with concepts. Then, it is presented a theorical reference based on the researches promoted by Bassenezi (2010), Barbosa (2001), D’Ambrósio (1986), Edwards e Hamson (1990), Kaiser e Sriraman (2006), Rosito (2003), among others, in the aim to demonstrate the main application of mathematical modeling and experimentation on physics teaching. Because of this, it is important to expose academic works that approach the mathematical modeling and also demonstrate its application in class. Through the analyses of data obtained and the report of experience during the process of development of experimentation in physics teaching, the results of mathematical modeling’s utilization have presented acceptance by teachers and students, which can be conclude that this teaching-learning tool is efficient and has applicability viable.
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