What features of mathematical thinking do students exhibit when they use dynamic software in their problem solving approaches? To what extent does the systematic use of technology favour students' development of problem solving competences? What type of reasoning do students develop as a result of using a particular tool? This study documents features of mathematical practice that students display when they systematically use dynamic software in problem solving. In particular, the use of the software involves the construction of simple geometric configurations that become a platform to formulate questions that lead them to the construction or recognition of mathematical relationships. In this process, students can build their own repertoire of mathematical results and also utilize their previous knowledge to support, justify, or explain their conjectures. Here, it becomes important for students to develop methods and strategies to observe particular relationships, express them using specific notation, and provide arguments to demonstrate and communicate their results. (Contains 13 figures.)