Abstract
In this article, we propose a tentative path for the encounter of physics education and mathematics education at the crossover of Corni’s and Fuch’s imaginative and figurative approach and Radford’s notion of sensuous cognition in mathematics education. We conceive cognition as the outcome of the interaction between the body and cultural environment via activity with signs and artefacts which shapes our senses into theoretical organs able to recognize patterns of actions (image schemas) that trigger a figurative and imaginative thinking based on conceptual metaphors. Physics as a cultural-historical environments provides a realm of activities that shape sensuous cognition into modes of theoretical perception that broaden mathematical meaning. We address the case of fraction in the context of prospective primary school teachers.