* DOI:* *10.5281/zenodo.7630202*

*Alyne Maria Rosa de Araujo Dias ^{[1]}*

*Professor at the Federal
Institute of Education, Science and Technology of Pará (IFPA). Doctoral student
of the Graduate Program in Science and Mathematics Education at the Federal
University of Pará.*

^{ }

*Paulo Vilhena da Silva ^{[2]}^{}*

*Professor at the Faculty of Mathematics of the Federal University of
Pará (UFPA), professor at the Graduate Program in Education in Science and
Mathematics **(PPGECM/UFPA) and professor at the Master's Degree in Mathematics in the
National Network (PROFMAT/UFPA). He holds a PhD in Mathematics Education
(UFPA).*

[1]Doctoral student of the Graduate Program in
Science and Mathematics Education at the Federal University of Pará; email:
alynerosaadias@gmail.com

[2]PhD from the Graduate Program in Science and
Mathematics Education at the Federal University of Pará; email:
pvilhena@ufpa.br

**Abstract****: **The present work is
part of an ongoing doctoral research that aims to present a new way of seeing
Mathematics in the teaching of Physics from the pragmatic perspective of the
Austrian philosopher Ludwig Wittgenstein, who directs his second philosophy to
language and its various uses. We consider, preliminarily, that most of the
literature that brings Mathematics into the teaching of Physics present ways of
seeing linked to traditional philosophical perspectives. However, our
reflections, through Wittgenstein's philosophy, turn to Mathematics and Physics
as language games that intertwine. Physics, with its empirical propositions,
makes sense through the grammatical propositions of Mathematics. In this
pragmatic perspective, it is not obvious for the student to perceive the
meaning of Mathematics in the teaching of Physics, therefore, it is the Physics
teacher's task to give meaning to it in this context, that is, the teacher must
establish links between the mathematical language and the language of Physics,
connect them. Thus, we bring the see-as concept, present in Wittgenstein's
philosophy, as a metaphor that can enable the teacher to see Mathematics and
establish connections with Physics, free of dogmatism and referentialism. We
can say, based on the reflections, that this work can contribute to future
reflections on the teaching of Physics when using mathematical language, as
well as with research that deals with Wittgenstein's philosophy of language in
Science and Mathematics Education.

**Keywords****:** philosophy
of language, Wittgenstein, Mathematics, Physics teaching, see-as.