In OECD countries, almost 30% of students do not reach a basic level of competence in mathematics. This is even worse in developing regions, where between 70% and 90% of students do not achieve a minimum level.
Students who lack basic math skills face barriers to accessing higher levels of education and encounter fewer opportunities in the labor market. This directly impacts individual lives and societies.
Many students struggle with mathematics due to conceptual difficulties, math anxiety, and low self-efficacy. Repeated failure can reduce motivation and persistence in learning.
Teachers often work with large classes and limited resources, where individualized feedback is difficult. Since assessment frequently relies on periodic exams, misconceptions may remain undetected.
A cutting-edge technology system for formative assesment in maths, that provides inmediate and automatic feedback to students and pedagogical valuable data to teachers. Importantly, it is easily integrated in ordinary classrooms.
01. Digital extraction of students responses with a photo.
02. Automatic correction of every step (not final answer only).
03. Inmediate and elaborated feedback for students.
01. Daily aggreated data about individual learning outcomes, by email.
02. Alert system detection of underperforming students.
03. Automatic identification of most problematic exercises.
01. Web application version for computers or tablets.
02. Full expressivity in typing digital maths.
03. Differentiated next step guidance and feedback.
Most existing digital maths tutoring systems lack either full feedback guidance to students, or mathematical expresivity that equals the way students learn with pen and paper (typing of mathematical expressions in computers is limited and/or difficult). This is known in scientific literature as the expressivity-guidance gap and affects how students learn.
Nowadays, even though AI Tutors can explain maths resolutions to students, this problem still persists. Conversational maths in natural language are not how maths are practiced in real environments, as much as expressivity lacks.
An automated practice environment, where students are assisted individually at all times, working with pen and paper, and being supervised in every step. Also, where teachers own control and analize data. Complimentary, in some contexts, practice can take place in a digital workbook with full guidance and true mathematical expresiveness.
Santiago Fernández-Cabaleiro: telecommunications engineer, software developer, teacher and pedagogical expert in digital mathematics and computer science.
Pablo Diego Acosta: mathematician and computer science engineer, expert in machine learning, data science and artificial intelligence.
José Antonio P. · Rocío T. · Carlos A. · Santiago C. · Miguel Ángel F. · Virtudes R. · Francisco F. · María Paz C. · María Ángeles R. · Pastora G. · María José R.
Jaime C. · Mario D. · Alba V.
The system is fully operational and currently being deployed in pilot programs. It is being tested in 10 schools, where teachers are using the platform in real classroom environments and providing feedback to improve the system.
We are currently looking for additional schools, teachers, and organizations interested in participating in the pilot phase.
If you would like to collaborate or learn more about the project, please contact us at santiagocabaleiro@gmail.com.
European and international partners are welcome.