The aim is to show how the extended Mathematical Working Space (extended MWS) theoretical framework makes it possible to analyse the tasks implemented during a few stages of a modelling cycle in physics. The study begins with a special relativity teaching sequence using a diagrammatic approach in “Terminale S” in France (grade 12). The analysis using the extended MWS theoretical framework allows to highlight the learning advantages of this diagrammatic approach during a complete didactic engineering. This work was proposed for TWG6 to CERME11.