This paper reports an investigation into the problem-solving methods employed by three Grade 6 students who, over the course of a school year, worked on a variety of mathematics problems. One of the students tended to solve problems in a visual manner; the second preferred a more verbal/nonvisual approach; and the third tended to use both visual and nonvisual strategies. Over the school year, the three students moved toward more nonvisual, verbal/analytic forms of reasoning as task familiarity increased.
Lowrie, T., & Clements, K. (2001). Visual and Nonvisual Processes in Grade 6 Students' Mathematical Problem Solving. Journal of Research in Childhood Education, 16(1), 77-93. https://doi.org/10.1080/02568540109594976