Dynamic Mathematical Software (DMS) in general and GeoGebra in particular have attracted the attention of mathematics educators because of their potential to influence student learning. The present research aims to add to the growing research efforts to study the influence of GeoGebra on processes used by dyadic learners to construct knowledge. Specifically, we study the context of three pairs of seventh graders who worked on an inquiry task to construct the relations between areas of squares built on the sides of an obtuse/acute triangle in a specially designed GeoGebra environment. The analysis used the Abstraction in Context (AiC) framework. The findings indicate that the three pairs constructed all the expected knowledge elements, and that one pair constructed unexpected construct. Generally, findings indicate the positive influence of the GeoGebra technological tool on the construction processes.