That mathematics is the “language of physics” implies that both areas are deeply interconnected, such that often no separation between “pure” mathematics and “pure” physics is possible. To clarify their interplay a technical and a
structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially
with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical framework for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers’ background and experiences. The results fit well into the derived model of PCK
