Abstract
Problem-solving is a transversal skill considered at any level of education in Portugal. For this reason, and because it is an important part of learning mathematics, we have carried out several studies on this topic. In this article, we seek to reflect on two experiences of solving a problem, one under presential classroom format and the other virtual, in an online format. It was possible to notice similarities in the results obtained by the students and in certain wrong strategies they used, but also differences related to other strategies used, in the correction of the answers and the collective discussion of the resolutions.
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