In this paper we present a qualitative analysis based on data collected by means of an eye-tracker tool, concerning the outcome of a mathematical analysis question administered to a group of candidates of university level or higher. One of the research aims is to highlight similarities and differences in the visual observation of the question itself between candidates considered experts and non-experts. This analysis should provide useful information and clues about the way a mathematical problem is tackled (and the underlying cognitive processes used to tackle it) for eventual research use in Mathematics education, also at university level.