Abstract: While proof and problem-solving are two areas that are well documented in mathematics education research, topology is a fairly rare topic to appear in the literature of mathematics education written in English. To address the gap in the literature, this presentation analyzes a study in which two students attempt a topology question in order to understand their problem-solving techniques and how they use their various forms of thinking. We will examine a particular strategy where students blend various forms of mathematical thinking together to progress through their proof.