Reimagining Remediation in Secondary Mathematics through MathemaTIC

This contribution examines summer remediation practices in Luxembourg’s secondary mathematics education and explores the potential of digital learning environments to provide more equitable and effective alternatives. Traditional remediation often relies on heavy, repetitive handwritten assignments over the summer holidays, culminating in high-stakes exams. Such practices can overwhelm students, raise questions of fairness due to inconsistent teacher expectations, and risk undermining motivation. MathemaTIC, a digital learning platform officially provided by the Luxembourg Ministry of Education, offers interactive exercises, instant feedback, gamified challenges, and personalised learning paths. These features can support remediation by focusing on core competencies, adapting to individual learning needs, and providing a more engaging experience. Examples such as simulation-based fraction tasks, video-supported explorations of Pythagoras’ theorem, and gamified maze challenges illustrate how digital tools can strengthen understanding, spark curiosity, and encourage critical thinking. The presentation also draws on international comparisons, particularly Finland, where grade repetition is rare due to continuous and early support. This raises the broader question: could remediation in Luxembourg be reimagined not as punishment, but as discovery? By integrating digital tools from the beginning, there is potential not only to modernise remediation practices but also to transform the delivery of mathematics education toward a more equitable, motivating, and effective model.