Abstract
This article is an outline of the theoretical foundation of our Doctoral Dissertation in Mathematics and Science Teaching that is in development. In this approach we intend to show how the theory Raymound Duval on the registers of semiotic representation can configure as teaching tool in the teaching of physics. Taking into account the need for articulation and mobilization of math concepts for solving tasks in physics. At the end we can conclude that the memorization of formulas is not enough for solving tasks in physics and the difficulties of students can be focused on transit through different registers of representation on the same job, which is associated with cognitive appeal required for conversions.
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