We present a study about how the Mathematics is understood and worked on a teaching and learning context, in a course of education for physics teachers, from a public University in Sao Paulo State, Brazil. To this objective, we studied different proposals in this research field. We found that the term Mathematization has been introduced in order to represent processes by which learning of physics gain significance when considering the formation of skills, such as observation, description, idealization, local logical analysis, axiomatization and, application. We followed for a year, different subjects of physics in several semesters by filling a daybook. There we registered basic information, contents, and development of the classes. Based on the day book’ analyses, we elaborated an observation guideline with indicators to detect the presence and the way that teachers and students developed processes of Mathematization. With the final guideline, we observed during a semester, a group of several other disciplines. We did a content analysis of the material produced. We note that the fact of observing subjects from different levels, of course, didn’t present differences in the performance of teachers neither students. Looking for the presence of Mathematization processes, we cannot talk that doesn’t exist, since both students and teachers go in search of comprehension of physics contents. However, there is no evidence of deepening development of Mathematization features offered by the researchers on this topic.