The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the teachers recognized that the use of the Cabri-Geometry software to construct dynamic representations of the problems became useful, not only to make sense of the problems statement, but also to identify and explore a set of mathematical relations. In addition, the use of other tools like hand-held calculators and spreadsheets offered them the opportunity to examine, contrast, and extend visual and graphic results to algebraic approaches. (Contains 12 figures and 1 footnote.)