Digital technologies have the potential to revolutionize education by enhancing quality, fairness, and efficiency. However, equitable access to these technologies remains a challenge. ILSAs (international large-scale assessments) have shown that the relationship between digital use and performance varies across countries and over time. To fully harness the potential of digital technologies, pedagogical processes must adapt, and effective teacher training is essential. This study focuses on analyzing the process data associated with a technology-enhanced item in the 2019 eTIMSS PSI (Problem Solving and Inquiry) mathematics assessment. Based on specific didactical hypothesis related to students' conceptions of proofs, the analysis aims to gain insights into students' problem-solving strategies. The findings support the didactical hypothesis and reveal the positive relationship between validation strategies and students' overall PSI scores. Despite limitations, this research offers critical insights for practitioners and policymakers by highlighting the importance of considering cognitive processes and validation strategies in the design of digital assessment tools and educational curricula.