Abstract
Several international studies recognize the central role of the understanding in problem solving in the mathematics teaching-learning process. Interdisciplinary studies have shown how the type of text affects student's reading and, consequently, its performance. It emerged that “selective- reading”, through which specific attention is paid to certain textual elements, often involves a lack of understanding of the problematic situation. The aim of our research is to understand how some structural and textual aspects influence the understanding of a mathematical text. This research, conducted using the eye-tracker tool, shows the results of the first phase of a larger study.