In this theoretical article we propose three factors that can enhance the possibilities for learning
physics from representations, namely: (1) the identification of disciplinary-relevant aspects for a
particular disciplinary task, such as solving a physics problem or explaining a phenomenon, (2) the
selection of appropriate representations that showcase these disciplinary-relevant aspects, and (3)
the creation of variation within the selected representations to help students notice these
disciplinary-relevant aspects and the ways in which they are related to each other. An illustration
of how these three factors can guide teachers in their efforts to promote physics learning is
presented.