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In a school context, difficulties in mathematics are an important phenomenon both for its diffusion and for the consequences it has at various levels: from the personal distress experienced by many students, to the negative attitude that large sections of the population build towards our discipline, up to the drop in enrollment in scientific degree courses. Faced with these difficulties, which often manifest themselves in behaviors such as giving up trying or responding at random, the didactic action aimed at recovery is generally a local action, which arises from the identification of errors and then intervenes on knowledge deemed necessary to respond correctly. But this type of intervention generally proves to be unsuccessful, and the teacher - together with the pupil - develops a sense of helplessness and frustration.