in this paper we focus on the link between the use of dynamic geometry software and student understanding for the solution of systems of linear equations from an instrumental genesis perspective. Three task-based interviews were conducted with an undergraduate linear algebra student majoring in mathematics education and proficient in using dynamic geometry software. Data included video recordings, student written work and screen recordings. The data analysis was guided by the theoretical lens of instrumental genesis, to elaborate on how student thinking was shaped by the use of the digital artefacts. The digital technology supported the participant's solution steps and over time the student developed four interrelated instrumentation schemes, which are parameter scheme, combined algebra and geometry scheme, the intersection of figures scheme and echelon form scheme.