Technological mediums such as dynamic environments with drag-and-drop features have been considered promising agents in helping students explore and generate conjectures about mathematical concepts. This study investigated the dragging modalities sixth and seventh-grade students use in solving proportional problems in a dynamic geometry environment and articulated their usage purposes. The data were collected through one-to-one, semi-structured, task-based clinical interviews using a set of missing-value and comparison types of proportional problem-solving tasks presented in enlargement, mixture, and similarity contexts and three numerical structures -- integer ratio, non-integer ratio, and letters. The findings revealed that the students utilized different dragging modalities across the three problem contexts, mainly influenced by the task characteristics and the tools' capabilities. In conclusion, the tools afforded by the interactive environment enabled students to investigate proportional situations, helping them discern multiplicative relationships and patterns, formulate generalizations, and reflect on conflicting situations. Implications of the findings to design mathematical tasks that could be integrated into interactive learning environments and the considerations that need to be taken are addressed.