The interplay between mathematics and physics is a pivotal focus of physics education research. Our research into the challenges students encounter in using derivatives, integrals, and vectors in undergraduate physics courses has recently been extended to secondary schools, with the aim of developing research-based teaching activities. In this research, we report our work with a teacher learning community aimed at creating such activities. The Test of Calculus and Vectors in Mathematics and Physics, which we originally developed for university students and then adapted for secondary school students, was used both as a pre/post-survey tool and as a discussion catalyst. Teaching-learning activities were co-designed with the teachers. Specifically, we proposed using Uhden’s modeling cycle, augmented by a meaningful use of various representational forms, as a model for activity design. The project involved 260 students and 9 teachers from 4 schools. In addition to the test, we collected teachers’ logbooks and conducted interviews to gain insights into classroom activity progression. Our findings underscore the potential of an integrated mathematics-physics approach but also highlight the crucial role of contextual factors and the specific ways collaboration is enacted for its efficacy. Professional development opportunities that foster authentic collaboration are therefore needed.