Students' cognitive differences in problem solving have been the focus of much research. One classification of these differences is related to whether visualisation is used. Like mathematical thinking differences, multiple representation preferences are important when considering individual differences. Choosing an appropriate representation is an important step to successful problem solving. Students have difficulties when choosing an appropriate representation. The reason for these difficulties is the differences in the students' thinking. Therefore, it is necessary to explore the relationship between preferred representation types and differences in mathematical problem-solving processes. The main research question of this study is related to the effect of input representations in the problem statement on students' choices. This study identifies students' representation preferences and presents a perspective for future studies on the relationship between mathematical thinking type and multiple representations.