The aim of this study is to explore how structural and process aspects of secondary school students' mathematical reasoning support each other in a collaborative learning environment through the integration of "GeoGebra" software and the ACODESA method. The study involved four eighth-grade secondary school students, who participated in the research utilizing the classroom teaching experiment method. Data collection for the study included the utilization of three mathematical tasks focused on the triangle inequality and auxiliary elements of the triangle, alongside students' computer screenshots, written outputs, "GeoGebra" files, and audio-video recordings. Discourse analysis and Toulmin's model were adopted for data analysis. As a result of the data analysis, it was found that the process of comparing contributed to the construction of deductive reasoning, the processes of conjecturing and exemplifying contributed to the construction of abductive reasoning, and the processes of generalizing and identifying a pattern contributed to the construction of inductive reasoning. Additionally, the process of justifying was found to be linked to all structures of mathematical reasoning (deductive, abductive, and inductive). In conclusion, these connections between the structural and process aspects have improved our understanding of MR types and contributed to the elaboration of the conceptual model for mathematical reasoning available in the literature.