Interactive Feedback for Learning Mathematics in a Digital Learning Environment

The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning the formative assessment practices in distance education contexts, especially students from challenging backgrounds. This paper proposes conceptualization of Interactive Feedback (IF) Mathematics, which is step-by-step interactive process that guides learner resolution task after one or more tentative. grounded on theories models automatic assessment, feedback. We discuss effectiveness IF engaging low socio-economic contexts closing gap between current reference performance through didactic experimentation involving 299 Italian grade 8. Using quantitative analyses data we compared results first last attempts activities with without IF, based algorithmic parameters so changes at every attempt. found was effective than other kinds engage learners actions aimed improving their results, effects are stronger contexts.