Based on currently available research findings on the use of dynamic geometry systems (DGS) in geometry teaching at the secondary level, Mathias Hattermann examines the interaction of users with 3D dynamic geometry systems such as Archimedes Geo3D and Cabri 3D in several studies. Using Grounded Theory, the author analyzes problem-solving in spatial questions with 3D DGS. He develops a user typology based on identified processing characteristics in construction and exploratory tasks. Innovative task designs for realizing the guiding idea of space and shape in concrete teaching, particularly the identification of problematic constructions and hurdles in transitioning from 2D to 3D dynamic environments, provide interesting references for secondary school teachers regarding practical implementation.