This paper presents an analysis of the classroom events that a group of future teachers of Secondary
Education mathematics identified from their own experience when using GeoGebra to solve
problems. The data analyzed are from the written materials by twelve mathematics majors who were
studying the Mathematics for Teaching course. The students, in pairs, solved three problems using
GeoGebra. They were then asked to posit three events that could arise if their students were to use
GeoGebra to solve problems. After analyzing the events presented, they were classified in terms of
mathematical reasoning, mathematical creation and techno-mathematical ability.
