The purpose of this study was to analyze how the systematic use of GeoGebra influences the ways of reasoning of high school students when they incorporate it in the resolution of word problems. The study was carried out with a group of 20 students who were studying Mathematics I. The results show that the students appropriated resources from the dynamic geometry system (GeoGebra) which, when used systematically, allowed them to implement strategies to represent geometrically the concepts involved in the problems, explore and analyze relationships between the elements of the dynamic models built and find the solutions. Thus, thanks to the exploration and analysis of relationships, it was possible to discuss with the students' concepts such as: ratio, domain, locus, variation. [For the complete proceedings, see ED630060.]