This article deals with material discussed within the framework of a teacher training project coordinated by the Grupo Matemática CEDE (Center for Specific Didactic Studies) aimed at providing support to secondary school teachers that use or consider using Dynamic Geometry Software (DGS) to develop teaching sequences in Mathematics classrooms. In order to assist secondary school teachers to benefit from these discussions, the course worksheets were included in the Teacher´s Guide prepared as text support by the aforementioned Group (Fioriti et al 2014a, 2014b, 2014c).The course was conceived on the premise that problem solving is the vehicle for students to learn Mathematics meaningfully. To enable this kind of learning, the classroom should be organized as a learning community and technology should be incorporated as a tool for expanding Mathematical knowledge but also as a learning challenge on how to apply it properly from a professional perspective.