We have analyzed the construction of graphic language in a sequence of classes concerning the phenomena of Heat and Temperature within laboratory inquiry. The research was developed at a High School in a public school of São Paulo State, using the class videos. We pointed out that the teachers' responsibility is to articulate the language of his teaching (oral, written and visual representations among others), by a process of cooperation and specialization, with the objective of translating the colloquial and phenomenological language into scientific language, showing the typological and topological characteristics of each language and how it clarifies students understanding. Therefore, it is possible to define the mathematical difficulty of the traditional physics classes, where the mathematical language becomes itself an obstacle to the learning of the physical concepts, instead of being a way to structure and interpret natural phenomena.
Science teaching; Laboratory; Languages and Math
