This article presents an alternative for a novel solution to the problem studied in the first university physics courses, where students have shown difficulties in learning kinematics, evidenced by the low results of the written tests and the high percentage of students who lose or repeat the courses, indicating that the problem is located in the didactic or ontological dimension. This article aims to discuss an innovative methodology that integrates the different semiotic registers in the teaching of kinematics within a framework of didactic transposition, which opposes the mechanical, repetitive, and memory developments with which physics courses are usually developed. We also discuss student performance when using didactic tools that promote meaningful learning. The development of this research involved three stages, the first with algebraic semiotic registers, the second with tabular semiotic registers, and the third with graphic semiotic registers. The results show a didactic efficiency in the Hake index of 0.688 for the last group where the methodology had been consolidated, against an index of 0.4992 in the group where the implementation began. The integration of the different semiotic registers in the development of the courses contributes to the consolidation of the physical concepts in kinematics and allows an appropriation of the knowledge, which is reflected in a significant improvement of the performance of the students in the course. Keywords: Didactic Transposition, Kinematics, Learning, Semiotic Registers, Teaching DOI： https://doi.org/10.35741/issn.0258-2724.58.4.62