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The amount of published research in Physics Education Research (PER) shows,on one hand, an increasing interest in the design and development of highperformance physics teaching strategies, and, on the other hand, it tries tounderstand plausible ways on which the brain processes scientific informationso that scientific thinking skills could be taught more effectively. As physicsis a subject in which mathematical and conceptual reasoning can not beseparated, instructors of physics face the problem of finding suitable adviseon the most effective methods of teaching physics (i.e. how much time should bespent on intuitive conceptual reasoning and how much time in developingquantitative reasoning, and how to teach both in a unitary way). In spite theimportant efforts made by the PER community, the published results areoverwhelming and confusing for the physics instructors in the sense that theconclusions that have arisen in those articles are in some instancescontroversial and far from being conclusive in pointing out a particularstrategy to overcome the afore mentioned problem. Accordingly, based on theanalysis of published PER work, we'll be arguing that one of the majordifficulties to overcome in the teaching of physics could be associated to thelack of a consistent and coherent methodological framework for teaching whichintegrates both aspects, conceptual and mathematical reasoning, in a systemicway of thinking. We will be presenting a set of plausible steps that could beapplied to tackle the aforementioned difficulty.

On the teaching and learning of physics: A Criticism and a Systemic Approach