The role of mathematics in other STEM disciplines is an important area of educational research, to which we contribute with insight into university teachers' views. A phenomenographic analysis of semi-structured interviews yielded five categories of conceptions, suggesting more nuanced views than in studies with students. We also explore possible associations between teacher-reflected epistemologies and student framing in upper-level physics, based on data of students solving statistical mechanics problems in groups. Preliminary findings suggest productive and unproductive connections between the scope of student frames and the role mathematics was ascribed, warranted by student beliefs related to teacher views and instructional choices.