This article presents data from a research that aims to show how mobilizations of mathematical knowledge occur when solving Physics tasks, considering the records of semiotic representation. To demonstrate the above, we present a qualitative analysis focused on the transformability of the records of semiotic representation of three tasks that were part of one of the instruments used in field research, as well as a summary explaining what they meant by Duval records of semiotic representation. In the end we present some considerations that point to the difficulties students may run into at the time of solving Physics tasks, which are somehow associated with the transformation of a record of semiotic representation.
Mobilization of contents; records of semiotic representation; teaching physics.