This study investigates the embodied, symbolic, and formal reasoning of two fourth-year university students while exploring geometric reasoning about the Cauchy-Riemann equations with the aid of "Geometer's Sketchpad (GSP)." These students participated in a teaching activity designed to encourage shifts between embodied, symbolic, and formal reasoning of the Cauchy-Riemann equations as they relate to the amplitwist concept. This research extends previous work related to the complex derivative which only makes use of the limit definition. The Cauchy-Riemann equations naturally integrate notions from linear algebra and multi-variable calculus, which have their own embodied and symbolic interpretations and introduce different challenges in developing a geometric/embodied understanding of the C-R equations. Our work also illustrates how conversations expressed through utterances served as a catalyst for teasing out and connecting the symbolic representations such as the Jacobian and partial derivatives inherent in the Cauchy-Riemann equations. As such, taking part in conversations via utterances with "GSP," inscriptions, and other students can create opportunities for students to connect concepts and recognize contradictions across multiple forms of reasoning. We offer potential anticipatory knowledge for complex analysis instructors to facilitate similarly rich conversations within the classroom.