Recently, abstracted quantitative structures (AQS), a construct from quantitative reasoning, has been offered as a means to conceptualize and study mathematization during mathematical modeling. Extending this theoretical work, we provide empirical evidence that an intervention targeting participants' AQS can assist in aligning modelers' models with normatively correct models. We report on a pre/post intervention study designed to elicit alignment between symbolic forms and AQS and alignment between AQS and modeling scenarios. We used the Sørenson-Dice coefficient and cluster analysis to identify shifts in student associations of symbolic forms with modeling scenarios. [For the complete proceedings, see ED657822.]