Different computational tools may offer teachers and students distinct opportunities in representing, exploring and solving mathematical tasks. In this context, we illustrate that the use of dynamic software (Cabri Geometry) helped high school teachers to think of and represent a particular task dynamically. In this process, the teachers had the opportunity of identifying, exploring and supporting mathematical relations that emerged during the solution of the task. We distinguish problem-solving episodes that teachers exhibited while understanding and representing the task, thinking of a solution plan, searching and presenting mathematical arguments and looking for connections.