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Abstract-The Project PP&S, Problem Posing & Solving, is part of a set of initiatives promoted by the General Directorate of the Italian Ministry of Education, Research and University, aimed to support the many innovations in the High School. Its main goal is to enhance teaching and learning Mathematics and Informatics using new methodologies and technologies, like an elearning platform integrated with an Advanced Computing Environment and with a web conference system. This integrated environment makes available to teachers and students a powerful set of features for collaborative learning, e-tutoring and eassessment.

Assessment of learning and assessment for learning are at the core of the research on new teaching strategies involving the use of new technologies recently performed by University of Turin. The practice of automated assessment in Mathematics using the grading system Maple T.A. has been introduced in many undergraduate scientific courses and, after the initial success, it has been diffused in high-schools through several projects aimed to improve Maths teaching and learning. The following paper is intended to describe the effectiveness of automated assessment as a learning tool, the strength of Maple T.A. for grading Mathematics and its integration in a learning content management system, and the results obtained at University and in high-schools.

The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.

The aim of this presentation is to review some of our recent work mostly on poly(amidoamine)s (PAAs) and some other families of polymers structurally related to PAAs of medical interest. PAAs are obtained by stepwise polyaddition of primary monoamines, or bis secondary amines, to bisacrylamides. There are several other ter-amino polymers structurally related to PAAs, such poly(amido phosphine)s (PAPs), poly(ester-amine)s (PEAs), poly(ketone-amine)s (PKAs), poly(amidothioeteramine)s (PATAs) poly(esterthioether amine)s (PTEAs), and poly(sulphone thioetheramine)s (PSTAs). Most of the PAAs exhibit heparin complexing ability. PAAs are also being considered as soluble carriers for delivering anti-cancer drugs. Some of these polymers have been studied as antimicrobial agents. PAAs with different structures degrade at different rates under physiological conditions. The degradation rate is also strongly influenced by pH. The quaternarized PATAs and PTEAs are reasonably stable over a period of some days, but ultimately degrade to oligomeric products, while the quaternized PAAs do rapidly degrade.