Re-Enchanting Mathematics: Motivation and Digital Learning in Luxembourg's Secondary Education

This presentation introduces an emerging PhD project that explores how digital learning environments can enhance motivation, engagement, and autonomy in mathematics education. Starting from the problem of ineffective summer remediation in Luxembourg’s secondary schools, the study investigates how digital and pedagogical innovations can transform learning into a more continuous, feedback-driven process. It focuses on three complementary dimensions of learning: digital-cognitive (screen-mediated tools), embodied-constructive (coding and robotics), and immersive-simulative (2D/3D environments). Drawing on constructivist, socio-relational, and digital-networked theories, the project adopts a mixed-methods design combining surveys, learning analytics, and classroom action research. Ultimately, it aims to make mathematics more engaging, equitable, and empowering for 21st-century learners.