Abstract
Within the context of Long-Distance Learning (LDL) during the first Italian lockdown due to Covid-19
pandemic, our eye as researchers in mathematics education looks at the modification of student-teacher
interactions regarding the exchange of feedback. We claim that digital-technology based environment fostered
the spontaneous emergence of teaching and learning practices that can be associated with formative
assessment. Through the analysis of answers to a questionnaire and the observation of a class during LDL we
outline the relation between the theoretical construct of formative assessment and observed practices. This
analysis allows to highlight what factors of digital-technology based environment shape class interaction and
what directions can be taken to exploit the potential of digital technologies in teaching and learning context,
in particular within mathematics education field.