I hope the projects that work on curriculum and instructional materials in the future will use interdisciplinary teams. I do not believe the balance can be worked out in conferences or two-day workshops. Mathematics teachers often worry that the context-rich environment of an interdisciplinary course will make it harder for students to sort out the mathematics principles from the surrounding context. Your assumption is that it is useful to sort out mathematics principles. I have seen little concern for such sorting.
Results count, even if terminology is wrong and understanding is absent.
As developed many years ago, dimensional analysis is a simple mathematical tool applied to complex systems to determine relationships among variables. However, science teachers do not teach real dimensional analysis. Instead, they teach about unit cancellation as a way of bookkeeping in arranging quantitative information. They use the term incorrectly, and know nothing about the mathematical processes of dimensional analysis. For the technician in particular, it is the result that counts and an appreciation for mathematical principles makes little contribution to a technician's success.