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In this study we analyze and contrast approaches that future high school math teachers show when solving word problems with the use of pencil and paper and later, with the use of a Dynamic Geometry System (DGS). The resources, representations, strategies and forms of mathematical reasoning that the participants exhibit when they use GeoGebra in the process of problem solving are analyzed. The results show that the use of the tool favors the dynamic exploration of the concepts involved, the formulation of conjectures and the search for different arguments to validate the solution. [This paper is provided in both Spanish and English. For the complete proceedings, see ED606531.]