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Abstract. The incorporation of digital technologies (both multiple purpose and mathematics action technologies) in mathematical learning environments can foster and extend discussions among learners and teachers even beyond class time. That is, learners not only keep reflecting on mathematical ideas or problems; but also they can review or consult related online resources. Similarly, the use of dynamic geometry systems provides affordances to construct dynamic models of tasks where learners can analyse how objects move within the configuration and formulate mathematical relations. In this report, we discuss three exemplars to characterize ways in which the use of technology extends mathematical reasoning in problem solving approaches. This information becomes important for teachers to value and frame the incorporation of technology in learning environments. At the end, some limitations of this approach are discussed.

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