Abstract: The present work is part of an ongoing doctoral research that aims to present a new way of seeing Mathematics in the teaching of Physics from the pragmatic perspective of the Austrian philosopher Ludwig Wittgenstein, who directs his second philosophy to language and its various uses. We consider, preliminarily, that most of the literature that brings Mathematics in the teaching of Physics present ways of seeing linked to traditional philosophical perspectives. However, our reflections, through Wittgenstein's philosophy, turn to Mathematics and Physics as language games that intertwine. Physics, with its empirical propositions, makes sense through the grammatical propositions of Mathematics. In this pragmatic perspective, it is not obvious for the student to perceive the meaning of Mathematics in the teaching of Physics, therefore, it is the Physics teacher's task to give meaning to it in this context, that is, the teacher must establish links between the mathematical language and the language of Physics, connect them. Thus, we bring the see-as concept, present in Wittgenstein's philosophy, as a metaphor that can enable the teacher to see Mathematics and establish connections with Physics, free of dogmatism and referentialism. We can say, based on the reflections, that this work can contribute to future reflections on the teaching of Physics when using mathematical language, as well as with research that deals with Wittgenstein's philosophy of language in Science and Mathematics Education.