Among the methods of physics, the use of mathematics is one of the most important features but is also deemed as one of the most complex and even terrifying aspects of physics learning. To clarify the educational pitfalls and opportunities, this situation requires a deep analysis of the different aspects of mathematization in physics, especially of the role of technical and structural skills. Various possibilities of communicating or representing the connection between physical processes and mathematical structures are important in this respect. An analysis of the students’ difficulties and competences hints to promising strategies in teaching the transition between physics and mathematics. In this context, teachers’ awareness of the different roles of mathematics in physics and possible difficulties and abilities of students is of central importance. We describe the span of possible student and teacher views and strategies in coping with the connection of mathematics and physics and describe further research needs.