The present paper reports the findings of the study where the dynamic mathematical software GeoGebra was used. GeoGebra, which is an open source, affords a variety of digital resources that allow learners to mathematize realistic problem situations. GeoGebra’s facilities makes it possible to communicate mathematics in different ways and expressing mathematical concepts in different representations in a more direct way than in non-dynamical environments. The research questions that have guided this investigation are: a) How do the students in the experimental classes work with GeoGebra while le solving integral tasks? b) How can the students’ work with GeoGebra be related to their perceptions1 of the role of GeoGebra in the process of learning of integrals? The analysis revealed that, compared with students with weak work methods, students with strong work methods were better in exploiting the potential of GeoGebra. They were also better in realizing the constraints of this software while using it as an instrument in their work with integrals