This research begins with the difficulties of the students on the concept of pythagorean theorem. The obstacles used in this study are the determination of the hypotenuse that is still hampered by the students. The method used is a Research Design which each cycle consists of three steps: preliminary study, experimental space, and restropective analysis. The first aim of this study was to determine what to do for the student environment, so as to enable it to conceptualize the pythagorean theorem. This problem situation is based on the notion of visual field. The specificity of this study is to deal with student with various perspectives about pythagorean theorem and not to restricted the thoughts of student. The second aim of the study is to learn the various barriers that led to student misconceptions. To answer these questions, we compared two versions of the sequence of teaching, one dynamic (varied) and one statistic (not varying) in class 8. The order of analysis and response to variables before and after corresponds with the concept of pytagoras. Students are given to count the number of groups a, b, and c corresponding to the concept of pytagoras. To understand the next concept students are required to develop a puzzle which will later formulate the concept of pytagoras theorem. The results of the study show that (1) sequencing helps students understand (2) reasoning the theorems are well-accepted and realistic (3) The findings of the hypotenuse can be identified by the students although not as usual. In conclusion, the implications for teaching are presented. Teaching is dynamic (varied) and static (not varied) in class 8.