Reflective analysis is an activity that is widely emphasised in the learning processes of trainee teachers in France. It remains important throughout a teacher's career in order to favour their creative potential. It corresponds to competence 14 of the reference frame of competences for teaching and education professions in France (MEN, 2013). JIGSAW (Aronson, 2002) is a technique that allows teachers to encourage relationships between students in order to solve complex tasks in some cases. The use of JIGSAW requires the teacher to decompose the final task performed by the students. It is therefore interesting to train teachers in the use of theoretical tools that facilitate reflective analysis in order to enable them to break down a complex task more easily to more accessible intermediate tasks. Diagrams used in the theoretical framework of extended Mathematical Working Space (Moutet, 2021) make it possible to understand the articulation, for a given task, between mathematics, physics and chemistry. A hybrid distance learning sequence for teachers is analysed in this article. The aim was to provide theoretical content on modelling (Blum & Leiss, 2005) and to enable the use of algorithms to be associated with modelling tasks (Lagrange, 2021). This training course introduced students to JIGSAW and to tools for reflective analysis of school tasks in order to help them design JIGSAW-type sequences. Only 30% of the trainees proposed a JIGSAW sequence skeleton during the asynchronous phase. The health context and the 100% distance-learning format may partially explain this finding. Similarly, 65% of the trainees followed the second part of the training in synchronous distance learning, partly because of technical problems with the video-conferencing platform used. This article aims to answer the following research question: How can theoretical tools originally designed for the research support teachers' reflective analysis? The theoretical framework used is that of the extended MWS (Moutet, 2021). The first results show that the implementation of reflective analysis tools initially developed for research is relatively difficult for teachers, but it appears that they are able to appropriate and carry out correct analyses with these tools, which is encouraging.