We analyze and discuss ways in which prospective high school teachers pose and pursue questions or problems during the process of reconstructing dynamic configurations of figures given in problem statements. To what extent does the systematic use of a Dynamic Geometry System (DGS) help the participants engage in problem posing activities throughout problem solving phases that include the construction of dynamic models, the search for different solutions methods and the process of extending initial statements? The participants relied on technology affordances such as dragging objects, using sliders, quantifying relations, and drawing loci to construct dynamic configurations that led them formulate and pursue different problems. [Written in both Spanish and English. For the complete proceedings, see ED583608.]