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Teaching and learning geometry at secondary level have usually many problems. Researches indicate that use of Dynamic Geometry Software (DGS) can reduce some of these difficulties. The aim of this study is to investigate the effect of DGS on the ability of conjecture making in geometry problem solving at secondary level. One hundred forty-four students and teachers participated at this study. Results have been analyzed using the recorded sessions and clinical interviews. It shows that DGS causes the students to activate more relevant resources, highlight the links between the schemas and improve the control process. It also has positive effects on the students’ belief system.