Abstract

Through a qualitative approach, we identify and characterize the strategies and representations carried out by High School students during the resolution of a modeling task, considering the participants' thinking styles. We found the use of analytical thinking in strategies such as the use of numerical calculations, correspondences, and patterns. The representations associated with the first two strategies correspond to the symbolic-numerical representation. For the third strategy, use of patterns, we used the tabular representation system. Only one group used forms of visual and analytical thinking in their strategies and representations. We conclude that the lack of use of different representation systems in resolution strategies could be due to the training of the participants could be focused on the specific use of symbolic-numerical representations and natural language, directly influencing the type of thinking style analysis when solving the modeling task. We emphasize the importance of incorporating more appropriate tools in teaching, which affect the use of strategies and representations that stimulate an integrated thinking style and the flexible use of these elements to achieve a balance between reality and mathematics.