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The aim of this study is to investigate the mathematical connections between manifestations of area that teacher trainees make (or not) when solving tasks of measuring and comparing the area of flat surfaces. The student teachers, gathered in pairs, answered a questionnaire that asked them to: 1) measure the area of flat surfaces using two or three different procedures, and 2) justify each resolution based on the procedures used. The results obtained show that the vast majority of student teachers favour the use of numerical procedures and the use of formulas, ignoring geometric and intuitive procedures that would facilitate the task of quantifying the area. In this sense, it is difficult for student teachers to establish connections between the manifestations of area.