This work analyses how a group of graduate students of Mathematics and practicing teachers represent Pythagoras's Theorem. The research has a qualitative approach and was held at an event of Mathematics Education, during a workshop on the van Hiele levels in the second half of 2010. Aspects of visualization and representation were observed and we found that the majority of investigated subjects don't use an appropriate language for the mathematical theorem, establishing conflict between cognitive aspects and forms of measurement. Furthermore, representations of the theorem, given by the subjects are limited, when they give them, to a single location and they don't give signs to identify a generalization of Theorem beyond the geometric aspect of constructing squares on the sides of a triangle.
Pythagoras theorem; Theory of van Hiele; Geometric education; Teacher training; Mathematics education; Higher education
