Quality assessment process for dynamic geometry resources in Intergeo project

One of the objectives of the Intergeo project was to provide European mathematics teachers with “good quality” pedagogical material supporting the use of dynamic geometry software in classrooms. With this aim in view, an online repository/platform was developed to gather various dynamic geometry resources, based on the idea of a teachers’ community feeding the repository, (re)using available resources and sharing practices related to the use of dynamic geometry in classrooms. The repository is thus open to contributions of any user who can deposit, browse, download and use resources, which naturally raises the question how to handle the resource quality issue in such an open environment. This paper reports on the way we tackled this issue in the Intergeo project. We first explain what we mean by a “good quality” dynamic geometry resource. We then provide a rationale behind the design of a questionnaire, the main tool for resource quality reviews, which are at the core of the quality assessment process implemented in the repository. Several experiments carried out with groups of teachers in order to confront our research-based view of the resource quality with the teachers’ one and to observe teachers’ usages of the quality assessment process are also reported in the paper. The outcomes of these experiments highlight strengths and limitations of the resource quality assessment process. They also tend to show that the idea of involving teachers into the resource quality assessment is a promising way of stimulating the use of dynamic geometry in classrooms, provided that teachers benefit from a support to make the quality process their own.