| Summary: | In this paper we aim to analyze how a figure proposed as part of the statement of a problem situation about flat Geometry can influence the resolution procedures presented by students entering a Mathematics degree course. This article is a clipping from an ongoing research that deals with teaching and learning of flat Geometry in the initial training of math teachers. In it, we use as theoretical contribution Raymond Duval's Semiotic Representation Registration Theory. We developed a research with qualitative approach of the case study type. As possible results, we observed that the students used mereological, positional and reconfiguration modifications in their resolution procedures. We also observe that in problem situations that contain pictures as part of the utterance, attention must be paid to the purpose of the situation.
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