The objective of this work was to analyze the strategies used by students of the second year of basic education, when solving problem situations of multiplicative structures. The sample was made up of 76 students from a Colombian educational institution. For the collection of information, interviews based on the tasks solved by the students were used. The information was analyzed using the content analysis technique. The results show the use of various solution strategies, such as trial and error, repeated sums with equal addends and grouping of conventional elements. Several responses exceeded the basic math proficiency standards for that grade. It concludes by highlighting the role of problem situations and semiotic representations, since they functioned as connectors of mathematical concepts with elements of the sociocultural context.