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
