Barbero, MartaArzarello, FerdinandoGómez Chacón, Inés María2023-06-172023-06-172020-06-172227-739010.3390/math8060989https://hdl.handle.net/20.500.14352/8384This study was funded by IMI Institute special action grant, Programme INVEDUMAT_uni (Research in Mathematical Education at University Level) and Innova-Docencia-UCM-252-2019 in Spain and Science Doctoral School of l’Università degli Studi di Torino e il Politecnico di Torino in ItalyThe paper focuses on the cognitive and epistemic characterization of backward reasoning in strategy games resolution. It explores the use of abstraction in context (AiC) theory as a tool for the analysis of the epistemic actions involved in these processes. We follow a qualitative methodology based on design experiments, focusing on a study carried out with mathematics and engineering students. The analysis allowed us to combine the two models derived from the epistemology of mathematical backward reasoning and AiC theory in a unified framework that allowed us to focus both short-term and long-term processes in mathematical activities. Recurring patterns of epistemic actions were identified.engAtribución 3.0 Españahttps://creativecommons.org/licenses/by/3.0/es/journal articlehttps://doi.org/10.3390/math8060989https://www.mdpi.com/2227-7390/8/6/989open accessreasoning and proofstrategy gamesbackward reasoningengineering educationmathematical educationabstraction processesepistemic actionsLógica simbólica y matemática (Matemáticas)Enseñanza de las Matemáticas1102.14 Lógica Simbólica