Peer review methodology in a blended course for mathematics teacher education

In the last years, the interest of mathematics educators in digital tools has progressively increased, having as consequence a great impact on how teachers plan their teaching activities. In this paper we investigate, by using the Meta-Didactical Transposition, if the peer review methodology, carried out in a blended course, can facilitate the teachers as instructional designers. The aim of the metadidactical praxeologies put in action by the trainers was focused on the sharing and reflection with the teachers on a specific topic relative to the argumentative competence. A qualitative analysis of the educational activities produced by the teachers has shown that the peer review methodology enables the teachers to improve their role of the instructional designer.