Teachers' formative assessment practices when interacting with learning analytics

International audienceConducting a student-centered discussion in a mathematics classroom is not a trivial task. Teachers must follow their students' work, then use the relevant information to conduct a meaningful discussion. This challenge is greater when digital environments are involved, or when students work remotely and submit their work only online. A possible solution to this challenge may come in the form of accessible learning analytics (LA) that can assist teachers to gain insight about their students' work. In the presented case study, which is part of an extended research project we focus on the interaction of teachers with LA and the formative assessment practices of teachers when dealing with students' answers to example-eliciting tasks in a digital environment