Visualization abilities and complexity of reasoning in mathematical gifted students´ collaborative solutions to a visualization task. A networked analysis Ramírez Uclés, Rafael Gutiérrez, Ángel Benedicto, Clara Beltrán-Meneu, María José Jaime, Adela Visualization abilities Cognitive demand Mathematical giftedness Networking theories Problem solving Secondary school We analyze the solutions given by secondary school mathematically gifted students to a collaborative task designed to promote the development of students’ competence of visualization. Each student was provided with two different orthogonal projections of a set of buildings made of cubes and other verbal data, and they were asked to place the buildings on a squared grid. We analyze students’ use of visualization abilities and the complexity of their reasoning. Results show that there is a relationship between the objective of students’ actions and the kind of visualization abilities used, and, also, between students’ strategies of solution and the cognitive demand necessary to fulfill them. Finally, we network both analyses to gain insight and look for global conclusions 2020-12-09T07:35:16Z 2020-12-09T07:35:16Z 2018 book part Gutiérrez, A., Ramírez, R., Benedicto, C., Beltrán-Meneu, M. J. y Jaime A. (2018) Visualization abilities and complexity of reasoning in mathematical gifted students´ collaborative solutions to a visualization task. A networked analysis En Kelly S. Mix and Michael Battista (Eds), Visualizing mathematics: the role of spatial reasoning in mathematical thought (pp. 309-337) Cham, Switzerland: Springer Nature Switzerland AG. Research in mathematics education http://hdl.handle.net/10481/64698 https://doi.org/10.1007/978-3-319-98767-5 eng open access