Abstract
This article is the result of a research that aimed to investigate the role of mathematization in Physics and in its teaching. Considering the studies that demonstrate the benefits of History and Philosophy of Science in teaching and teacher education, it establishes some elements that demonstrate the presence History and Philosophy of Science notions in the structuring of the concept of mathematization. For that, we elaborated an open-questionnaire, answered by ten teachers of Physics. For data analysis, we adopt Content Analysis; from the analysis of the questionnaires, thematic units emerged that demonstrate the notions of teachers about mathematization.
Keywords:
Mathematization; History and philosophy of science; Physics teaching; Epistemology; Content analysis