| Resumo: | This study aims at understanding the role of the tools chosen throughoutthe processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is asynchronous activity of mathematization and expression of mathematical thinking we take our proposedMathematical Problem Solving with Technology (MPST) model to analyzethe processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an8thgrader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influencedthe depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil ledto the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by theprocess of communicating its mathematical justification and expanded the previous model.Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.
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