This paper aims to verify if a sequence of activities focusing on dynamic representations can contribute to the development of students' knowledge about Triangle Similarity. For the development of empiric we proceeded with preliminary studies consisting mainly in the search for correlated research, in addition to analysis of the teaching of similarity based on textbooks, and observance of what the official documents recommend. The theoretical framework was based on the perspective of Raymond Duval (2008) with regard to learning in geometry, and the theory of Semiotic Representation Records, to identify and analyze which mobilized records can contribute to learning similarity. In conducting the research, based on the objectives outlined, we opted for the qualitative approach, the action research type because it is presented according to the purposes and methodological conceptions appropriate to the type of study and problem. The sequence of activities was developed using GeoGebra software because we understand that this technological support enables learning conditions of geometric contents contemplating dynamic representations. As results, we found that they brought possibilities of creating experiences that made geometric knowledge happen in the evolution of a basic level of intuition and conjecture, providing conditions to develop work strategies, in an active and interactive process of discussion and argumentation. The students were able to think geometrically because of the heuristic role of software manipulation and discovery of Triangle Resemblance properties.
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