Mathematics is a fundamental area in the curricula of international and national curricula in Colombia. Its teaching objective is the development of mathematical thinking. In our project, we intended to approach its teaching by leveraging the benefits offered by technology. Thus, we could respond to the need to teach mathematics in its contexts and other sciences. Specifically, this work addresses Mathematics teaching considering the function of a Virtual Learning Object (VLO) using the GeoGebra Online platform as a cognitive partner. It aims to answer the research question: What is the effectiveness of a VLO, based on the Theory of Didactic Situations, in developing Algebraic Thinking in ninth-grade students attending the Vicente Azuero Technical School in Floridablanca, Colombia? Methodologically, this work incorporates the holistic understanding of science, a holistic research method, evaluative research, and a quasi-experimental research design applied to a population of ninth-grade students. Holistic research is understood as a global, evolutionary, integrative, concatenated, and organized process passing through different stages and phases of the holistic spiral of science. It begins with the descriptive stage, using a survey with the Algebraic Thinking Scale instrument. It ends with the evaluative stage comparing the before and after of the survey with Wilcoxon's T analysis technique. This paper reports the first results corresponding to the analysis of the Pre-test application.