From mathematics education, a great variety of studies have focused on analyzing the presence of digital technology from different points of view. Those who work with proof and argumentation have resisted presenting results with a technological component, due to the idea of formality associated with those terms, which has increased the existing tension between the theoretical and empirical nature of mathematics. Taking into consideration that with the presence of environments such as dynamic geometry software (DGS) the student can access to dynamic representations, we seek to understand the impact of the interaction with these representations on the arguments proposed by the students. For this, we carried out an exploratory and descriptive study whose results show that the interaction with dynamic representations provides students with validation tools different from those on paper. [For the complete proceedings, see ED630210.]