EJMT Abstract

The research question guided this study was: What kind of review related to dynamic geometry worksheets support teachers applying dynamic geometry applications in the classroom. We argue that besides teachers’ personal evaluations a robust peer review is needed for this purpose. The study explores how a course in the teachers’ training program could help Mathematics teachers in using dynamic geometry systems in the classroom. This course was based on the recognition that with the growing number of online materials teachers should have strong competencies not only to create new materials but to evaluate existing sources. We claim that introducing an evaluation routine in the training helps teachers in creating, modifying, and utilizing dynamic geometry activities. Based on TPCK paradigm, we complete the evaluation guideline published by other authors and argue that the teacher should take part in the evaluation process of dynamical geometry worksheets.