Improving Algebraic Fluency through Automated Feedback: A Classroom Study on the Use of Ruffini’s Rule with GeoGebra

This study explores the impact of automated feedback in GeoGebra on students’ learning of Ruffini’s Rule, a polynomial division algorithm. A quasi-experimental design was implemented with two 10th-grade classes in a private Portuguese school. One group used a GeoGebra application offering immediate feedback, while the control group received traditional instruction. Both groups completed pre- and post-tests, and the experimental group also answered a perception questionnaire. Results show that students who used the feedback-enabled tool demonstrated greater improvement in solving polynomial division problems. Their feedback highlighted the benefits of real-time error correction and increased engagement, although some students noted difficulties with the interface and reduced peer interaction. These findings suggest that automated feedback can enhance procedural fluency and autonomy in learning algebra. The study contributes practical insights for mathematics educators seeking to integrate technology meaningfully in secondary classrooms.