The core of the FaSMEd project is case studies around the implementation of a toolkit in classrooms and cross comparisons among the different partners. The French case studies involve different schools at different levels: from upper primary to lower secondary school. In primary classes (grade 4-5) the focus is on mathematics. In lower secondary school (grade 6-9) and at the first year of upper secondary school (grade 10) both mathematics and science are involved in a coordinated way. The work in mathematics and in science is organised around a common theme, namely magnitudes and measure. Teachers are encouraged to share methodologies and, if possible, activities that could be approached from both perspectives. In all classrooms, teachers have already used technology, particularly tablets or student response systems. These tools allow teachers to get real-time feedback from students. We are analysing the way teachers use such data to inform and modify their teaching. With a specific interest in low achievers, we wonder how students can exploit feedback given by the technology and the teacher to improve their understanding. We are also concerned by the teachers' awareness of students' understanding and learning developments. From a global point of view, our research focuses on teachers' professional development. We refer to the Meta-Didactical Transposition model (Aldon et al. 2013, Arzarello et al. 2014) to study the internalisation of using technology for formative assessment as a component of a new praxeology. Researchers and teachers build formative assessment meaning and share its principles within the praxeology development process. From a local point of view, we refer to the Theory of Didactical Situations (Brousseau, 1998) to analyse the particular didactical situation occurring when students interact with a technology-dependent milieu, constructed and managed by the teacher. Through the integration of these two theoretical lenses, we are developing a methodology of observation to get significant data, whose analysis might contribute to answer FaSMEd research questions.

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