Abstract

The aim of this research is to explore the mathematical connections between area manifestation, which pre-service teachers can be established (or not) when solving tasks related to measuring flat surfaces. Pairs of pre-service teachers answered a questionnaire in which they were requested to: (1) measure the area of flat surfaces using two or three different methods, and (2) justify every resolution based on the methods that were used. Results showed that most aspiring teachers prioritize numerical methods and formulas, ignoring geometrical and perceptive methods, can make the task of measuring area easier. In this sense, it can be said that is difficult for pre-service teachers to establish connections between the manifestations of the area.