In the framework of IDIFO Project, aimed at providing a Master in Physics Education, we discuss problems related with the “conceptual nodes” that Teachers encounter when introducing Quantum Mechanics at School. These problems are related both with interpretation and with mathematical formalism. We discuss in particular the outcomes of a questionnaire that was distributed among participants, with various hints for further research on the subject and possible applications to other didactical contexts in Science in general and in Mathematical Physics in particular.
