Mathematics teacher education and peer review methodology in e-learning environment

In this paper, we analyze how didactic technologies change teaching design processes and how peer review methodology contributes to professional growth, in particular, to improve one's own design capabilities. The contribution begins by illustrating the dynamics that have occurred in a teacher educational course. It focused on argumentative competence and involved more than a hundred mathematics teachers from the Italian educational levels. We illustrate how the design and peer review can be carried out even in a totally online training environment, exploiting the potential of the Workshop, a module of the Moodle e-learning platform. From the discussion of some protocols of primary school teachers, the first conclusions of the realized educational experience are outlined.