Based on the qualitative content analysis of task design, a discussion about the mediating role of technology in solving tasks is proposed. On one hand, this role is related to the characteristics of the media by which the tasks are presented; technology acts as a lens that intervenes in the perception of the reality of reference in which the task is registered. On the other hand, this mediating role is inherently related to the design that defines the nature of the modelling processes and the reality of reference, this implies a default simplification given the teaching goal. In terms of design, in the characterisation of the tasks we differentiate between computational model and mathematical model. Meanwhile, in terms of the activity developed by the students with these tasks, we identify that their work with a reality in a micro world implies the loss of corporality-related sensations.