Technological tools have the potential to offer students the possibility to represent information and relationships embedded in problems and concepts in ways that involve numerical, algebraic, geometric, and visual approaches. In this paper, the authors present and discuss an example in which an initial representation of a mathematical object (achieved with the use of dynamic software) is examined in terms of a geometric construction (lines, parallelism, etc.) that is validated analytically via the use of a computer Algebra System (CAS). The use of CAS offers students the opportunity of introducing analytical approaches to support and verify visual and geometric approaches. As a consequence, students tend to conceptualize mathematical learning as a continuous process in which the use of technological tools is seen as an opportunity for them to explore and examine problems or conjectures from distinct angles. That is, instead of privileging the use of a particular tool, the authors suggest that students use several different tools to develop robust strategies to improve their mathematical understanding and problem-solving skills. (Contains 12 figures.)