In this paper, we identify and analyze different ways of reasoning that students showed as a result of using digital tools to solve mathematical problems. Particularly, it is analyzed the extent to which the use of Cabri Geometry software and discussions in the classroom can provide students opportunities for developing mathematical thinking and particular forms of reasoning when they are engaged in the solution of an open-ended task. One of the results is that there exists evidence that particular characteristics of digital tools can be incorporated as cognitive reorganizers in the processes of problem solving.

reasoning, mathematical thinking, problem solving, digital tools.