The Contribution of Technological Tools to Conditional Progression Learning in Mathematics: An Unfulfilled Promise
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Abstract
This reflective account of practice explores the implementation of conditional progression learning (CPL) in high school mathematics education within the Quebec context. CPL is based on the idea that students must master each step before progressing, which poses significant challenges in heterogeneous classrooms. The author describes the limitations of traditional approaches and the difficulties encountered with common digital tools (Google Forms, Microsoft Teams), which do not allow for effective feedback or automated conditional progression. After several experiments, an innovative solution was developed: the use of PDF forms programmed in JavaScript, integrated into Teams. This method ensures real-time answer validation, progress saving, and automated grading, reducing the time allocated to correcting simple exercises. This allows the teacher to focus interventions on mathematical reasoning and fosters greater student autonomy. Although this approach requires considerable initial time and technical skills investment, it represents a significant advancement for the individualization of learning. The author concludes by highlighting the potential of technologies, notably artificial intelligence, to create integrated and accessible tools that would support CPL and contribute to reducing teacher burnout.
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