Finding teaching methods that foster students' development of geometric thinking and visualization skills is still a current challenge. This study analyses the effects of the combined use of paper folding and dynamic geometry on high school students' geometric thinking and visualization skills. A quasi-experimental study pretest/post-test design was conducted in distance learning in Italy. The instruments employed were van Hiele Geometry Test (VHGT) and the Visual Test (VT) before and after the treatment. The data were analysed using statistical tests according their nature. The results revealed that both groups have improved in the post-tests compared to their respective pre-tests. However, the students in the experimental group achieved better geometric thinking scores and performed better in three out of four sections of the visual test compared to the students in the control group. Thus, the proposed combination of instruments may be suggested in high school to make geometry teaching more effective, even with distance learning.