Abstract
Mathematics is undoubtedly one of the school disciplines in which students generally have the most significant difficulties. Numerous studies in Mathematics education have shown that the causes of disciplinary learning difficulties are the acquisition, understanding, and management of language for specific purposes. This paper will illustrate Data-Driven learning activities with automatic formative assessment implemented within a Digital Learning Environment. The research sample comprises 40 students from two upper secondary schools in Turin, Italy. In an L1 context, students were guided to study the language of Mathematics using a concordance to analyse language and specialised texts. Students carried out activities with automatic formative assessment, featuring step-by-step and adaptive questions that guided them in discovering the peculiarities of the language in use and understanding the concepts expressed by the LPS. In this contribution, we will illustrate this close relationship between the use of technologies, the analysis of language, and the subject contents that the LSP conveys.