This poster presents an instance of mathematics modelling by students on a geometry activity in a pre-service teacher training course analysed through a model designed to access the mathematical thought and the quality of student leaning outcomes. This analytical model, supported by the SOLO taxonomy, uses Activity Theory as a contextual framework that integrates the different relations, namely advanced mathematical thinking concepts like procept and proceptual divide. Results allowed us to see three different pathways taken by the students to solve the same problem.