Tecnologías Digitales y Evaluación Formativa en Clases de Matemática: una revisión de la literatura

Digital technologies (DT) have valuable potential to facilitate the implementation of Formative Assessment (FA) in mathematics classes. We set out to identify and analyze the DT available to implement FA in mathematics classes in secondary education and to examine their theoretical and practical contributions. We performed a rapid review following the Cochrane Rapid Review Methods Group guidelines and retrieved 12 articles to review. We obtained, as a result, 11 digital technologies, of which 5 are specific for mathematics and three relevant conceptual models to pedagogically manage FA in the classroom, classifying the functions of DT and their pedagogical use. The impact of direct versus interactive feedback is discussed, as well as the digital divide and educational inequality related to cost-limited access. In addition, we discuss the importance of the teacher's role in the pedagogical management of FA through DT, since personalized feedback and individualized guidance are key to learning success. We believe that this analysis is relevant both for mathematics teachers and for researchers in the area because it presents the current situation and reveals the limitations of technology, teacher training, and investment in technology and training for formative assessment in Mathematics education.