Technological enhancement of teaching and learning of mathematics has been an expanding topic of research. A considerable body of research explores the potential of technologies in teaching and learning mathematics, however, a review of the literature shows that there is little research on how students use these digital tools to solve mathematical tasks. This study follows students’ use of a digital tool (Desmos) when working with quadratic functions. The study analyses data collected from 28 Year 11 students from a school in Sweden focussing on the students’ usage of Desmos as they solved multiple tasks. Students worked in pairs, and their discussions were video-recorded and analysed using a content analysis framework. The analysis reveals four categories of approach; solve algebraically and verify with Desmos, solve with Desmos and verify algebraically, integrated method, where students use the tool differently for different problem-solving questions, and lastly using Desmos as an aide, a category including students that used Desmos to solve tasks completely after failed algebraic attempts. Our findings can thus be of great value in assisting teachers in recognising these differences and provide opportunities for students to explore the use of digital tools in enhancing both their learning experience and performance.