In the first part, the article presents a series of theoretical aspects about interdisciplinarity, a concept which under the present conditions of the new curriculum for preschool education, requires a new approach of mathematical contents and particularly another modality of using didactic strategies. The second part of the article focuses on the presentation of two models of interdisciplinary activities, which are meant to emphasize those methodical aspects, which should be taken into account by the teacher, in approaching mathematical contents and in correlating them by means of the other experiential fields. In the end, the stress is laid on some conclusions regarding the use of interdisciplinarity in approaching mathematical contents at the level of preschool education.