This article reports on a study aiming to investigate an approach to the teaching and learning of proof based on the use of the transformation geometry tools of the software Cabri-Géomètre. We describe a teaching experiment involving students of the 7th and 8th grade of the Brazilian school system. The experiment involved the design and analysis of learning situations intended to involve students in inductive and deductive reasoning as they engage in analyses of both the (intra) properties within figures and the (inter) relationships between them. By considering students' interactions with these situations, we explore the role of the transformation tools in different aspects of the proving process, from the appropriation of notions of geometrical dependency to the construction of formally presented proofs.