We are familiar with various pedagogical approaches that have become established in schools over time. Some of them have been used for many years, while others are relatively new. In recent years, the development of smart pedagogy has begun. Smart pedagogy is based on the use of innovative teaching methods, one of which is the use of information and communication technology (ICT), which includes applications. Of course, not all applications are suitable for use in the school environment, so it makes sense to point out the elements that affect the quality of an individual application. In the master's thesis, we defined smart pedagogy and presented its foundations and key elements. In addition, we defined learning and more modern forms of learning, including e-learning, m-learning and technology-enhanced learning (TEL), as well as the concepts of knowledge and competence. We defined the competence of predictive analytics in more detail, which is one of the important elements of smart pedagogy. We defined the term application and defined different types of mathematical applications. We have researched and identified the factors that influence the didactic value of applications and reviewed and presented existing models and tools that are suitable for their evaluation. After reviewing the existing literature, we created a tool for evaluating the didactic value of mathematical applications. According to the created tool, we evaluated the applications that contain topics from the field of elementary school geometry and determined which ones are intended for the treatment of new learning material, consolidation, or possibly both. With the presented list of geometric applications, we provide insight into existing applications in the field of geometry and present their measure of didactic value.
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